Work Education
Years 7–10
Syllabus
June 2003
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June 2003
ISBN 1 7409 9270 9
2003171
Contents
1
Introduction .................................................................................................................... 5
1.1
The K–10 Curriculum ........................................................................................... 5
1.2
Students with Special Education Needs ................................................................ 6
2
Rationale ......................................................................................................................... 8
3
The Place of the Work Education Years 7–10 Syllabus in the HSIE
K–12 Curriculum ............................................................................................................ 9
4
Aim ............................................................................................................................... 10
5
Objectives ..................................................................................................................... 11
6
Outcomes ...................................................................................................................... 12
7
Content ......................................................................................................................... 14
8
9
7.1
Organisation of Content ...................................................................................... 14
7.2
Content for Years 7–10 ....................................................................................... 19
Life Skills Outcomes and Content ................................................................................ 57
8.1
Outcomes ............................................................................................................ 57
8.2
Content ................................................................................................................ 58
Continuum of Learning in Work Education K–10 ....................................................... 62
9.1
10
Stage Statements ................................................................................................. 62
Assessment ................................................................................................................... 65
10.1 Standards ............................................................................................................. 65
10.2 Assessment for Learning ..................................................................................... 65
10.3 Reporting ............................................................................................................. 67
10.4 Choosing Assessment Strategies ......................................................................... 68
11
Understanding Key Terms in the Work Education Syllabus........................................ 72
Acknowledgements
Page 72, footnote 4
Prime Minister’s Community Business Partnership website, Partnerships – Making Them Work.
www.partnership.zip.com.au/
Pages 72, 73, 74, 77, 78, footnotes 5, 6, 10, 19, 23
MCEETYA Task Force on VET in Schools, 2000, New Framework for Vocational Education in
Schools, MCEETYA, pp 12, 17, 18, 21. Reproduced with the permission of Ministerial Council on
Education Employment Training and Youth Affairs.
Page 73, footnote 7
Reproduced with the permission of MCEETYA, Melbourne.
Page 73, footnote 9
National Centre for Vocational Education Research, 2001, ‘Review of Research: Generic Skills for
the New Economy’, NCVER, South Australia, p 28. Reproduced with the permission of Australian
National Training Authority.
Page 74, footnote 12
Curriculum Corporation, 2002, Enterprise Education in Secondary Schools, Commonwealth
Department of Education, Science and Training, Canberra, p 4. Reproduced with the permission of
the Department of Education, Science and Training, Canberra.
Pages 74, 75, footnote 13
Australian Chamber of Commerce and Industry & Business Council of Australia, 2002,
Employability Skills for the Future. Reproduced with the permission of the Department of
Education Science and Training, Canberra, p 42.
Pages 75, 77, footnotes 14, 22
These glossary terms have been reproduced with the permission of Australian National Training
Authority, the copyright owner. www.anta.gov.au/gloUtoZ.asp
Page 75, footnote 15
Reproduced with the permission of International Bank © The World Bank. www.worldbank.org
Page 75, footnote 16
ABS data used with permission from the Australian Bureau of Statistics. Website www.abs.gov.au
Page 76, footnote 17
Reproduced with the permission of the Social Entrepreneurs Network. www.sen.org.au
Page 76, footnote 18
www.myfuture.edu.au Career Information Service.
Page 77, footnote 21
Prime Minister’s Youth Pathways Action Plan Taskforce, 2001, Footprints to the Future,
Department of Communications Information Technology and the Arts, Canberra, p 4.
Page 78, footnote 24
J Greenberg & R A Baron, 1993, Behavior in Organizations, 4th edn, Allyn & Bacon, Boston,
p 313.
Work Education Years 7–10 Syllabus
1
Introduction
1.1
The K–10 Curriculum
This syllabus has been developed within the parameters set by the Board of Studies NSW in
its K–10 Curriculum Framework. This framework ensures that K–10 syllabuses and
curriculum requirements are designed to provide educational opportunities that:

engage and challenge all students to maximise their individual talents and capabilities for
lifelong learning

enable all students to develop positive self-concepts and their capacity to establish and
maintain safe, healthy and rewarding lives

prepare all students for effective and responsible participation in their society, taking
account of moral, ethical and spiritual considerations

encourage and enable all students to enjoy learning, and to be self-motivated, reflective,
competent learners who will be able to take part in further study, work or training

promote a fair and just society that values diversity

promote continuity and coherence of learning, and facilitate the transition between
primary and secondary schooling.
The framework also provides a set of broad learning outcomes that summarise the
knowledge, understanding, skills, values and attitudes essential for all students to succeed in
and beyond their schooling. These broad learning outcomes indicate that students will:

understand, develop and communicate ideas and information

access, analyse, evaluate and use information from a variety of sources

work collaboratively with others to achieve individual and collective goals

possess the knowledge and skills necessary to maintain a safe and healthy lifestyle

understand and appreciate the physical, biological and technological world and make
responsible and informed decisions in relation to their world

understand and appreciate social, cultural, geographical and historical contexts, and
participate as active and informed citizens

express themselves through creative activity and engage with the artistic, cultural and
intellectual work of others

understand and apply a variety of analytical and creative techniques to solve problems

understand, interpret and apply concepts related to numerical and spatial patterns,
structures and relationships

be productive, creative and confident in the use of technology and understand the impact
of technology on society

understand the work environment and be equipped with the knowledge, understanding
and skills to evaluate potential career options and pathways

develop a system of personal values based on their understanding of moral, ethical and
spiritual matters.
The ways in which learning in the Work Education Years 7–10 Syllabus contributes to the
curriculum and to the student’s achievement of the broad learning outcomes are outlined in
the syllabus rationale.
In accordance with the K–10 Curriculum Framework, the Work Education Years 7–10
Syllabus takes into account the diverse needs of all students. It identifies essential knowledge,
understanding, skills, values and attitudes. It enunciates clear standards of what students are
expected to know and be able to do in Years 7–10. It provides structures and processes by
which teachers can provide continuity of study for all students, particularly to ensure
successful transition through Years 5 to 8 and from Year 10 to Year 11.
5
Work Education Years 7–10 Syllabus
The syllabus also assists students to maximise their achievement in Work Education through
the acquisition of additional knowledge, understanding, skills, values and attitudes. It
contains advice to assist teachers to program learning for those students who have gone
beyond achieving the outcomes through their study of the essential content.
1.2
Students with Special Education Needs
In the K–6 curriculum, students with special education needs are provided for in the
following ways:

through the inclusion of outcomes and content in syllabuses which provide for the full
range of students

through the development of additional advice and programming support for teachers to
assist students to access the outcomes of the syllabus

through the development of specific support documents for students with special
education needs

through teachers and parents planning together to ensure that syllabus outcomes and
content reflect the learning needs and priorities of students.
Students with special education needs build on their achievements in K–6 as they progress
through their secondary study and undertake courses to meet the requirements for the School
Certificate.
It is necessary to continue focusing on the needs, interests and abilities of each student when
planning a program for secondary schooling. The program will comprise the most appropriate
combination of courses, outcomes and content available.
Life Skills
For most students with special education needs, the outcomes and content in sections 6 and 7
of this syllabus will be appropriate but for a small percentage of these students, particularly
those with an intellectual disability, it may be determined that these outcomes and content are
not appropriate. For these students the Life Skills outcomes and content in section 8 and the
Life Skills assessment advice below can provide the basis for developing a relevant and
meaningful program.
Access to Life Skills outcomes and content in Years 7–10
A decision to allow a student to access the Work Education Years 7–10 Life Skills outcomes
and content should include parents/carers and be based on careful consideration of the
student’s competencies and learning needs.
The decision should establish that the outcomes and content in sections 6 and 7 of the Work
Education Years 7–10 Syllabus are not appropriate to meet the needs of the student.
Consideration should be given to whether modifications to programs and to teaching,
including adjustments to learning activities and assessment, would enable the student to
access the syllabus outcomes and content.
As part of the decision to allow a student to access the Work Education Years 7–10 Life
Skills outcomes and content, it is important to identify relevant settings, strategies and
resource requirements that will assist the student in the learning process. Clear time frames
and strategies for monitoring progress, relevant to the age of the student, need to be identified
and collaborative plans should be made for future needs.
6
Work Education Years 7–10 Syllabus
It is not necessary to seek permission of the Office of the Board of Studies for students to
undertake the Work Education Years 7–10 Life Skills outcomes and content, nor is it
necessary to submit planning documentation.
Life Skills assessment
Each student undertaking a Work Education Years 7–10 Life Skills course will have
specified outcomes and content to be studied. The syllabus content listed for each outcome
forms the basis of learning opportunities for students.
Assessment should provide opportunities for students to demonstrate achievement in relation
to the outcomes and to generalise their knowledge, understanding and skills across a range of
situations or environments including the school and the wider community.
Students may demonstrate achievement in relation to Work Education Years 7–10 Life Skills
outcomes independently or with support. The type of support will vary according to the
particular needs of the student and the requirements of the activity. Examples of support may
include:

the provision of extra time

physical and/or verbal assistance from others

the provision of technological aids.
7
Work Education Years 7–10 Syllabus
2
Rationale
The world and the communities in which we live are continually evolving. Changes in work,
technology, training, education and the community mean that new skills and knowledge are
required in order to succeed in these environments. For young people moving through the
early transition stages of their lives, this is particularly the case. All young people need a
range of knowledge, skills, values and attitudes that enables them to participate in their local
community and the wider Australian community as active and informed citizens.
The Work Education syllabus provides students with an opportunity to develop knowledge
and a contemporary understanding of the world of work, the diverse sectors within the
community, and the roles of education, employment and training systems. Both paid and
unpaid work will be explored through a range of contexts and issues. This includes volunteer
work, casual or part-time employment, changes in industry, the changing nature of work in a
local and global arena, workplace legislation, and the rights and responsibilities of employees
and employers. The roles of local and Australia-wide organisations across all sectors will be
examined through discussion of concepts such as corporate accountability, social
responsibility, partnerships and developing social capital. Students’ understanding of
education, employment and training systems and the opportunities they provide will be
developed through the investigation of current initiatives and recent reforms.
Students will develop employability, enterprise and pathways planning skills. Understanding
and development of employability skills will assist students to achieve the flexibility required
for the workplaces of today and of the future. These skills will be underpinned by the
integration of the key competencies throughout the syllabus. The development of enterprising
capabilities will empower students with the skills necessary to succeed in a labour market that
is increasingly characterised by self-employment and part-time or casual work. Students will
learn to successfully plan and manage life transitions including post-school pathways. This
process is assisted by students’ self-development, which is enhanced through the application
of self-evaluation, goal-setting, and decision-making skills. Research and communication
skills are also a key feature of the syllabus, and students will apply these across various
theoretical and practical contexts.
The Work Education syllabus provides educational opportunities that prepare students for
effective and responsible participation in their community. It encourages them to be selfmotivated learners who understand the need for further study, work and training throughout
their lives. The Work Education syllabus draws from the national New Framework for
Vocational Education in Schools1 in its emphasis on skill and knowledge development in the
areas of work, enterprise and career education. Local community and work-based learning
opportunities are promoted throughout the course, offering the ideal context for development
of these skills. Vocational learning enables students to successfully plan, manage and
implement effective transitions in order to become active members of the community. This
syllabus acknowledges the importance of vocational learning as an essential part of all
students’ learning and provides an avenue for both employability and enterprise skills
development.
1
This document establishes a new framework for vocational education in schools that is consistent with the
recommendations of the Ministerial Council on Education, Employment, Training and Youth Affairs
(MCEETYA). It was developed by the MCEETYA Taskforce on VET in Schools in 2000 and has been
endorsed by all State and Territory education/training authorities.
8
Work Education Years 7–10 Syllabus
3
The Place of the Work Education Years 7–10 Syllabus in the
HSIE K–12 Curriculum
9
Work Education Years 7–10 Syllabus
4
Aim
The aim of the Work Education Years 7–10 Syllabus is to develop students’ employability,
enterprise and pathways planning skills and to establish an appreciation of lifelong learning,
responsible community participation and increased self-awareness. Knowledge and
understanding are developed through students’ study and experience of the world of work,
the relationships that exist between diverse sectors within the local and wider Australian
community, and the roles of education, employment and training systems.
10
Work Education Years 7–10 Syllabus
5
Objectives
Knowledge and understanding
Students will develop knowledge and understanding of:

the world of work

the roles and relationships of diverse sectors within the local and the wider Australian
community

the roles of education, employment and training systems in planning and managing life
transitions.
Skills
Students will develop skills in:

employability, enterprise and pathways planning

research and communication that relate to the world of work.
Values and attitudes
Students will value and appreciate:

the importance of lifelong learning and its role in planning future pathways

the contribution of diverse sectors to the community and the benefits of community
partnerships

the significance of applying ethical, responsible and accountable practices in work and
community environments for both individuals and organisations.
11
Work Education Years 7–10 Syllabus
6
Outcomes
Objectives
Stage 4 Outcomes
Stage 5 Outcomes
Students will develop
knowledge and
understanding of:
A student:
A student:
the world of work
4.1
describes different types of
work and employment
options
5.1
identifies and interprets
employment trends and
changes in the nature of
work
4.2
recognises appropriate
workplace behaviour in a
range of work
environments
5.2
identifies and analyses
current workplace issues
4.3
identifies a range of sectors
within their local
community
5.3
defines and assesses the
roles and responsibilities of
diverse organisations within
the community
4.4
identifies the range of
organisations within their
local community
5.4
examines and evaluates the
relationships between
diverse organisations in the
community
4.5
identifies the roles and
responsibilities of
individuals within the local
community in a range of
contexts
5.5
evaluates and articulates the
roles and responsibilities of
individuals within the
community in a range of
contexts
identifies a range of
5.6
education, employment and
training organisations
identifies and articulates the
purpose and roles of
education, employment and
training organisations
identifies personal goals
and values to develop
pathway plans
constructs and
communicates personal
goals and values using
knowledge of the education,
training and employment
systems
the roles and
relationships of diverse
sectors within the local
and the wider Australian
community
the roles of education,
4.6
employment and training
systems in planning and
managing life transitions
4.7
12
5.7
Work Education Years 7–10 Syllabus
Objectives
Stage 4 Outcomes
Stage 5 Outcomes
Students will develop
skills in:
A student:
A student:
employability, enterprise 4.8
and pathways planning
research and
communication that
relate to the world of
work
identifies and describes
personal values, skills,
knowledge and attributes
5.8
develops, records and
evaluates personal values,
skills, knowledge and
attributes that lead to
effective participation in
work and society
4.9
monitors development of
personal skills, knowledge
and attributes
5.9
develops and evaluates
options for a range of
effective transition plans
4.10
uses relevant information
from a variety of sources
5.10
locates, selects and
organises relevant
information from a variety
of sources
4.11
selects and uses appropriate 5.11
oral, written and other
forms of communication
effectively
selects, uses and evaluates
appropriate oral, written and
other forms of
communication effectively
with a range of audiences
Stage 4 outcomes have been provided to assist the assessment and reporting of student
achievement in those schools that choose to begin elective study before Year 9. Teachers are
advised to select from the syllabus content to target the specific needs of students who
commence study in Stage 4.
Life Skills
For some students with special education needs, particularly those students with an
intellectual disability, it may be determined that the above outcomes are not appropriate. For
these students, Life Skills outcomes and content can provide the basis for the development of
a relevant and meaningful program – see section 8.
13
Work Education Years 7–10 Syllabus
7
Content
7.1
Organisation of Content
Core
Part 1 Preparing Futures
(30 indicative hours)
Topics

Transition Planning

What is Work?

Introduction to Workplace
Safety

Enterprise Initiatives
Part 2 Working Communities
(30 indicative hours)
Topics

Workplace Rights and
Responsibilities

Exploring Post-school
Pathways

Technology and
Communication

Partnerships in the
Community
Options
(15–25 indicative hours each)
1
2
3
4
5
6
7
8
9
10
11
12
Using Technology in the Workplace
Workplace Safety
Life Transitions
Community Participation
Learning about the Workplace
Workplace Communication
Workplace Environments
Contemporary Workplace Issues
Managing Finances
Government Initiatives and Community Partnerships
Learning in the Workplace
School-developed Option
Essential content
Students undertaking a 100-hour course in Work Education will complete Core Part 1 or
Core Part 2 as essential learning. Students undertaking a 200-hour course in Work Education
will study Core Part 1 and Core Part 2 as essential learning.
All students undertaking a 100-hour course must complete the topic Introduction to
Workplace Safety as part of their pattern of study.
Students will be working towards the achievement of all syllabus outcomes during the study
of the core.
The values and attitudes objectives, while not targeted specifically through course outcomes,
underpin all course content, essential and additional.
14
Work Education Years 7–10 Syllabus
Additional content
Additional content is provided by a series of options. Each option builds on the essential
learning of the core and allows teachers and students to extend core learning.
Structuring a course
Students undertaking a 100-hour course may study either Core Part 1 or Core Part 2 and a
minimum of three options or Core Part 1 and Core Part 2 and two options.
All 100-hour courses must include the topic Introduction to Workplace Safety.
Students undertaking a 200-hour course will study Core Part 1 and Core Part 2 and a
minimum of six options.
Core Part 1 and Core Part 2 will be studied for a minimum of 30 indicative hours each. Options
may be studied for 15–25 indicative hours each and may be studied in any order or pattern.
Across a 100-hour course or a 200-hour course students may only study one Schooldeveloped Option.
A note on community and work-based learning
It is strongly recommended that community and work-based learning opportunities be used as
a teaching and learning strategy throughout the course. These could include group project
work, individual research or other activities that meet the learning needs of students. There is
a range of career, enterprise and work education programs currently operating in schools that
may be linked to the Work Education syllabus.
Two options provide these opportunities (Option 5 Learning about the Workplace and Option
11 Learning in the Workplace). However it is recommended that other community and workbased learning contexts also be explored. For example, the topic Introduction to Workplace
Safety could include an excursion to a number of worksites to provide students with the
opportunity to investigate and assess Occupational Health and Safety in practice. Teachers
should be aware of any insurance requirements or issues that may arise through such
activities. Advice is available from the relevant school authority.
Life Skills
Life Skills outcomes and content are in section 8.
Cross-curriculum content
Cross-curriculum content assists students to achieve the broad learning outcomes defined in
the Board of Studies K–10 Curriculum Framework. It is incorporated in the content of the
Work Education Years 7–10 Syllabus in the following ways:
Information and Communication Technologies (ICT)
ICT is used as a tool in the development of knowledge, understanding and skills across a wide
range of topics and is embedded within the Work Education syllabus. The internet is used as a
research tool by students to gain information about careers, career pathways and education and
training requirements. Students develop word-processing skills while evaluating, mapping and
tracking their employability skills. ICT skills are also developed as part of a discrete range of
skills aimed at addressing employability and enterprise capabilities. This is specifically in
relation to the use of information and communication technologies in a range of contexts
(workplace and non-workplace) in order to communicate effectively and appropriately. Other
skills development includes the use of email, multimedia, spreadsheets and databases.
15
Work Education Years 7–10 Syllabus
Work, Employment and Enterprise
The Work Education syllabus as a whole integrates the Board of Studies’ cross-curriculum
statements for Work, Employment and Enterprise. Knowledge and understanding are
developed through research, analysis and practical demonstration. Themes include the
exploration of government and non-government sectors, the roles of training and education
systems, workplace issues, workplace legislation and the changing nature of work.
Employment and enterprise skills are developed through self-evaluation, individual and team
projects and practical application. Values and attitudes are explored in the context of
students’ self-awareness and development, in relation to social and economic participation,
and with regard to employer expectations. The Work Education syllabus has acknowledged a
number of national initiatives in this area including the ‘Employability Skills Framework’2
and the New Framework for Vocational Education in Schools.
Aboriginal and Indigenous
Government employment and training initiatives for Aboriginal and Indigenous communities
are explored as part of the Work Education syllabus. Cross-sectoral initiatives and communitybased partnerships may be examined in the context of Indigenous and non-Indigenous
organisations. This will assist in the development of students’ knowledge and understanding of
the role of Aboriginal people in effecting positive social change and economic selfdetermination. Students examine contemporary Australian social and political issues with
particular regard to Aboriginal and Indigenous peoples’ economic and social participation.
Civics and Citizenship
Civics and Citizenship is a strong theme throughout the Work Education syllabus. Students
develop an understanding of what it means to be active and informed citizens from both a
social and economic perspective. Exploration of community-based and cross-sectoral
partnerships assists students’ understanding of how individuals and organisations can
collaborate to create social and economic change. Through the study of a range of
organisations, students explore issues such as mutual responsibility, participatory democracy,
social responsibility and the rights of individuals and minority groups. Students develop skills
in order to identify and address sexist, racist and other inappropriate behaviour that excludes
or limits groups, especially in relation to workforce access and participation. Students
develop an understanding of the importance of values that demonstrate a commitment to
social justice, ecological sustainability and active and responsible participation in the
community.
Difference and Diversity
Difference and diversity (of race, gender, religious affiliation, disability) are explored through
relevant issues within the context of the world of work. In particular, the study of the rights
and responsibilities of employers and employees enhances students’ knowledge and
understanding in this key area of the syllabus. Students understand the importance of
developing values and attitudes that deny all forms of discrimination against people on the
grounds of difference, and understand legislative requirements which relate to this in a
workplace context.
Environment
Issues associated with the sustainable use of the earth’s resources are explored through the
assessment of government and non-government organisations’ reporting practices. The
concept of transparent organisational reporting against social, environmental and economic
2
This framework was published as part of Employability Skills for the Future (Australian Chamber of Commerce
and Industry and Business Council of Australia, 2002, DEST). See section 11 in this syllabus, ‘Understanding Key
Terms in the Work Education Syllabus’, for more information regarding ‘employability skills’.
16
Work Education Years 7–10 Syllabus
indicators (or ‘triple bottom line’ reports) is explored. Students develop skills that enable
them to identify strategies for cooperative community environmental action. Students gain an
understanding of the need to employ sustainable management practices.
Gender
Students explore formal and informal strategies that redress unequal outcomes between
genders in life opportunities, specifically in relation to access to employment opportunities
and employment achievement. Government and non-government strategies and initiatives are
evaluated and students explore strategies by which gender discrimination can be alleviated
including legislation, social movements and positive discrimination.
Key Competencies
The key competencies form the basic framework underpinning employability and enterprise
skill development throughout the Work Education syllabus. Links are made between the key
competencies and employer expectations, workplace behaviour, enterprise initiatives,
transition planning and community participation.
Collecting, analysing and organising information
Students examine data regarding labour force participation and industry change. Students are
required to access information from a range of sources, evaluate the information collected
and choose an appropriate presentation method to organise their data and findings.
Communicating ideas and information
Students are required to evaluate and articulate the differences between various sectors within
society. Students examine the differences between the profit and non-profit sectors. They
demonstrate their understanding of these concepts in a variety of written and oral forms.
Planning and organising activities
The development of an individual pathways plan requires students to independently research
pathways to education, employment and training in the context of their own goals, to analyse
information from a variety of sources, to evaluate information and to document outcomes.
Working with others and in teams
Work Education provides opportunities for a number of team-based projects. Students may
work as a project team to research community partnerships. This approach requires students
to establish tasks, identify roles and strategies, implement strategies and evaluate the
effectiveness of such partnerships. A range of topics could be explored using this approach.
Using mathematical ideas and techniques
Mathematical concepts and techniques may be integrated into the analysis of workplace
safety and OHS legislation. Statistical data may be examined regarding workplace accidents
in order to assess the impact of OHS legislation, and labour force participation may be
analysed using data to identify changes in participation rates among women or changes in
employment opportunities in particular industry areas.
Solving problems
Students may be asked to apply the processes of solving problems to a number of different
scenarios. For example, students may be asked to identify appropriate and inappropriate
standards of workplace behaviour through the development of a workplace ‘code of conduct’.
Students may formulate questions, identify issues, choose a number of methods to determine
solutions, evaluate solutions and formulate strategies for implementation.
17
Work Education Years 7–10 Syllabus
Using technology
There is a wide range of contexts in which students may use technology throughout the Work
Education syllabus. These include the identification of employment opportunities in a chosen
occupation using the internet as a research tool, and the use of databases and spreadsheets.
Literacy
The use of language, text and the importance of context are explored in the syllabus in both
workplace and non-workplace environments. Students learn to construct texts in order to
demonstrate an understanding of the needs and requirements of particular audiences (for
example, employers). Students use a range of information sources and a variety of techniques
to interpret texts. They develop an understanding of the importance of identifying context in
their use of language.
Multicultural
The Work Education syllabus explores a range of issues relevant to the multicultural area.
This includes exploration and identification of discriminatory language and behaviour that
undermines, excludes or limits the equal participation of people from different cultural,
religious and linguistic backgrounds, especially in relation to workforce participation.
Students develop an appreciation of cultural diversity and an understanding of the importance
of redressing discriminatory practices. These issues are investigated in a variety of contexts
including the workplace.
Numeracy
Numeracy is used in the Work Education syllabus to explore financial management and
practices, budgetary forecasts and projections, and in the examination of workplace topics
using statistics. Students use mathematical problem-solving techniques in the analysis of
relevant data, for example, the identification of changes in employment and industry trends or
analysis of workforce participation data.
18
Work Education Years 7–10 Syllabus
7.2
Content for Years 7–10
Core Part 1: Preparing Futures
Topic: Transition Planning
Focus
In this topic, students develop the knowledge, understanding, skills and attributes required to
become active community participants. They will explore personal values and goals within a
range of contexts including social and economic participation. Students develop, track and
demonstrate a range of employability and enterprise skills. They examine the management of
life transitions and the importance of lifelong learning in this process. It may be beneficial to
introduce the topic Exploring Post-school Pathways (Core Part 2) concurrently or in close
sequence with this topic.
Outcomes
A student:
5.1
identifies and interprets employment trends and changes in the nature of work
5.3
defines and assesses the roles and responsibilities of diverse organisations within the
community
5.6
identifies and articulates the purpose and roles of education, employment and training
organisations
5.7
constructs and communicates personal goals and values using knowledge of the
education, training and employment systems
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.9
develops and evaluates options for a range of effective transition plans
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
9 hours
Students learn about:
Students learn to:

the range of skills, knowledge and attributes
required to be a successful and responsible
participant in the community including:
–
employability skills
–
enterprise skills
–
pathways planning skills

personal values and goals related to:
–
the community
–
family peers
–
other significant influences




19
identify and articulate personal skills, attributes
and knowledge that lead to effective
participation in the community
investigate and analyse the contributions that
diverse groups make to the community
including:
–
culturally and linguistically diverse groups
–
Aboriginal communities
–
people with disabilities
identify and assess personal values and goals
identify and assess personal influences and
factors that impact on values and goals
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


a range of methods to track personal skill
development




employability and enterprise skills and how
these are applied in a range of contexts


the range of life transitions including school
to work, school to further education/training,
work to retirement and others




strategies for management of life transitions


the principles of lifelong learning and how
they relate to a range of learning
environments

the processes of goal-setting, decisionmaking and pathways planning









further education, employment and training
pathways and how they link to personal
goals and decisions, and work and career
opportunities





principles of ‘recognition of prior learning’
(RPL) and ‘recognition of current
competence’ (RCC)

20
identify and map personal skills, knowledge and
attributes including using word-processing software
demonstrate a range of achievements, skills and
abilities
establish plans to further enhance
achievements, skills and abilities
recognise and assess personal skills that
enhance employability
demonstrate employability and enterprise skills
in a range of contexts
examine and discuss life transitions
evaluate, articulate and manage risks in
transition planning
identify and assess stress management techniques
identify a range of learning environments and
apply them to planning and managing life
transitions
investigate and discuss the characteristics of a
range of learning environments and learning styles
identify personal and preferred learning
environments and styles
conduct self-assessment of knowledge, skills
and attributes and apply this to decisions
relating to goals in education, work and training
investigate and develop individual study
planning tools and strategies
investigate and develop pathways planning
tools and strategies
demonstrate informed decision-making using a
range of tools and strategies
develop and present a range of pathway plans
using a range of techniques/tools including
word-processing software
identify pathway options linked to tertiary
studies, work and further training
research options for post-compulsory education
linked to personal goals including school-based
VET courses
research, using various tools including the
internet, and identify the skills that are required
to be successful in a range of pathways
including study, diverse occupations and
enterprises
identify and articulate school-based skills that
are transferable to the world of work
evaluate personal skills and link to pathways
planning
identify and record current or future
opportunities for RPL and RCC linked to
pathways planning
Work Education Years 7–10 Syllabus
Core Part 1: Preparing Futures
Topic: What is Work?
Focus
This topic explores the scope of definitions and opportunities regarding work. Students
investigate a range of means to access work as well as exploring personal management
strategies. A number of issues associated with the world of work are examined including the
roles of diverse social groups and the benefits and challenges of community partnerships. The
topic Workplace Rights and Responsibilities may be taught concurrently or directly following
this topic.
Outcomes
A student:
5.1
identifies and interprets employment trends and changes in the nature of work
5.2
identifies and analyses current workplace issues
5.4
examines and evaluates the relationships between diverse organisations in the
community
5.5
evaluates and articulates the roles and responsibilities of individuals within the
community in a range of contexts
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.9
develops and evaluates options for a range of effective transition plans
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
9 hours
Students learn about:
Students learn to:

the range of work opportunities within the
community including paid, unpaid and selfemployment

the characteristics of a range of work
opportunities




21
define the term ‘work’ and apply this to their
own experience
discuss the contribution of work, paid and
unpaid, to the Australian economy
investigate and discuss the characteristics of
work in a range of contexts
identify and compare a range of working
conditions and related issues including
taxation, rates of pay and changes and
differences in industries
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


processes and procedures for entering
education, employment and training

investigate and evaluate resources and
strategies to access work and employment
opportunities including the use of web-based
resources
develop and demonstrate personal
management strategies in accessing and
maintaining work opportunities including
balancing work and social life, balancing work
and family responsibilities, maintaining good
health, maintaining support networks,
accessing support systems and developing
interests outside of work

issues affecting work opportunities for a
diverse range of groups within the
community including people of diverse
social/cultural backgrounds

research, using a range of tools including the
internet, and discuss issues that affect work
opportunities and access of groups within the
community including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
–
people with disabilities
–
women

the range and benefits of community
partnerships including investigation of a
diverse range of community partnerships
including:
–
organisations representing culturally
and linguistically diverse groups
–
Aboriginal organisations/enterprises

describe and evaluate work and enterprise
opportunities made available through a range
of partnerships within the community

assess strengths and weaknesses of a range of
local community partnerships including:
–
organisations representing culturally and
linguistically diverse groups
–
Aboriginal organisations/enterprises
22
Work Education Years 7–10 Syllabus
Core Part 1: Preparing Futures
Topic: Introduction to Workplace Safety
Focus
In this topic students develop knowledge and understanding of the roles that individuals,
employers, employees, organisations and government agencies have in promoting workplace
safety. Students demonstrate skills and understanding of workplace safety. This topic should
be taught prior to undertaking any community or work-based learning activities. To promote
a more comprehensive understanding and detailed skill development in this area, this topic
may be taught with the option Workplace Safety.
Outcomes
A student:
5.2
identifies and analyses current workplace issues
5.3
defines and assesses the roles and responsibilities of diverse organisations within the
community
5.5
evaluates and articulates the roles and responsibilities of individuals within the
community in a range of contexts
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
4 hours
Students learn about:
Students learn to:

workplace health and safety and a range of
issues including physical and mental health

discuss a range of workplace health and safety
issues including harassment, bullying, stress
management, rehabilitation

safe and unsafe work environments and
practices

recognise and demonstrate an understanding
of the importance of workplace health and
safety in a range of contexts
assess the importance of managing safe work
environments and devising strategies for risk
assessment
identify OHS support mechanisms in a range
of workplaces
discuss the implications and costs of unsafe
work practices




OHS legislation as it applies in a range of
contexts

identify and discuss current OHS legislation
as it applies in a range of work contexts

the role of WorkCover
the roles of other agencies/organisations in
relation to OHS, eg unions

describe and discuss the role of WorkCover in
the workplace
discuss the roles of other
agencies/organisations in relation to OHS,
eg unions
the principles of First Aid




23
discuss the principles of First Aid as they
would apply to a variety of situations in the
workplace
Work Education Years 7–10 Syllabus
Core Part 1: Preparing Futures
Topic: Enterprise Initiatives
Focus
The concepts ‘enterprise’ and ‘social entrepreneurship’ are investigated in this topic. A range
of contexts within the local and broader Australian community including profit/non-profit
and government/non-government sectors are explored. The characteristics of successful and
unsuccessful ‘enterprising’ initiatives will be examined in various community and business
contexts. Students will develop an understanding of the role of enterprise skills in relation to
their own transitions and pathways. The topic Partnerships in the Community and the option
Government Initiatives and Community Partnerships may be taught concurrently.
Outcomes
A student:
5.1
identifies and interprets employment trends and changes in the nature of work
5.3
defines and assesses the roles and responsibilities of diverse organisations within the
community
5.4
examines and evaluates the relationships between diverse organisations in the
community
5.5
evaluates and articulates the roles and responsibilities of individuals within the
community in a range of contexts
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.9
develops and evaluates options for a range of effective transition plans
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
8 hours
Students learn about:
Students learn to:


enterprising skills, knowledge and attributes
in several contexts including the individual,
businesses and the community





enterprising initiatives including social
entrepreneurship, in a range of contexts
including community, government and profit
sectors

the features and characteristics of successful
and unsuccessful enterprises


24
identify the skills and attributes of
‘enterprising people’
develop and demonstrate enterprising skills in
a variety of contexts
track personal enterprise skill development
link enterprise skills to personal transition and
pathways planning using a range of methods
including the use of computer software
identify and analyse enterprising initiatives in
a range of contexts
assess and discuss the concept ‘social
entrepreneurship’
research and analyse a range of enterprises
and identify the features and characteristics of
successful and unsuccessful enterprises
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


a range of enterprises including those
established by:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
–
people with disabilities
–
women

25
identify and discuss the enterprising skills of
culturally and linguistically diverse groups
discuss the benefits to the local and broader
Australian community of successful
enterprises and ‘enterprising people’
Work Education Years 7–10 Syllabus
Core Part 2: Working Communities
Topic: Workplace Rights and Responsibilities
Focus
Students investigate legal and ethical issues relating to behaviour in the workplace including
rights and responsibilities of employers and employees. Personal values, legal obligations and
equity principles are examined. The roles of agencies in managing rights and responsibilities
in the workplace are discussed.
Outcomes
A student:
5.2
identifies and analyses current workplace issues
5.3
defines and assesses the roles and responsibilities of diverse organisations within the
community
5.5
evaluates and articulates the roles and responsibilities of individuals within the
community in a range of contexts
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
10 hours
Students learn about:
Students learn to:


standards of appropriate behaviour and
conduct in a variety of contexts




the principles of anti-discrimination, equity
and equal employment opportunities in a
range of contexts including exploration of
issues associated with a range of groups
including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
–
people with disabilities
–
women


26
investigate and evaluate their own and others’
behaviour in a range of contexts
discuss appropriate and inappropriate
behaviour and conduct in a range of contexts
including issues such as bullying and
harassment
demonstrate an understanding of appropriate
behaviour and conduct in a range of
environments
identify and evaluate a range of support
mechanisms and resources in a range of
contexts
research, using a range of resources including
the internet, and discuss the principles of antidiscrimination, equity and equal employment
opportunity
identify and examine accepted codes of
behaviour in workplace and non-workplace
environments including exploration of issues
associated with a range of groups including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
–
people with disabilities
–
women
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:

the range of legislative requirements
relevant to employment and workplaces

investigate and discuss legislative issues
relating to work, industry and enterprise

the connection between workplace
legislation and social justice

discuss the impact of workplace legislation in
the context of social justice issues

employee and employer rights and
responsibilities

investigate and discuss the roles of unions,
employer associations, professional
associations and industry groups in relation to
employee and employer rights and
responsibilities

workplace ethics

define ethical behaviour
articulate their own work ethic

27
Work Education Years 7–10 Syllabus
Core Part 2: Working Communities
Topic: Exploring Post-school Pathways
Focus
Students investigate education, employment and training systems in order to apply them to
their own life transitions. The labour market is explored in terms of participation and trends.
Industry changes and the impacts on employment opportunities are also examined.
Development of an awareness of these issues will assist students to understand the roles of
these sectors in negotiating their own future pathways. Students will articulate sophisticated
goals and values based on their increased knowledge and understanding of these sectors.
Outcomes
A student:
5.1
identifies and interprets employment trends and changes in the nature of work
5.2
identifies and analyses current workplace issues
5.6
identifies and articulates the purpose and roles of education, employment and training
organisations
5.7
constructs and communicates personal goals and values using knowledge of the
education, training and employment systems
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.9
develops and evaluates options for a range of effective transition plans
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
7 hours
Students learn about:
Students learn to:


changes in the Australian labour market
using a range of research tools including the
internet



28
examine and discuss labour market trends and
employment prospects
investigate the differences in workforce
participation of a number of groups including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
–
people with disabilities
–
women
investigate and examine labour market and
participation trends particularly in relation to
young people (15–19 year olds) including
part-time work
analyse the connections between the labour
market and personal goals, values and
pathway plans
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


changes that have occurred in a range of
industries and the impact on employment
opportunities






opportunities and pathways in education and
training in Australia including VET in
Schools courses and individual programs
and pathways
resources and supports available to access
education, employment and training
agencies including those available to young
people (15–19 year olds)
opportunities provided through the current
national education and training framework
such as portability of qualifications, RPL
and RCC




29
identify and analyse changes in a range of
industries including technological and
employment structures
analyse industry changes as they relate to
personal goals and pathway plans
research and analyse the impact of
technological changes in the workplace in
relation to employment patterns and employee
skill requirements
develop strategies to maintain awareness of
technological changes in the workplace
demonstrate an understanding of current
education and training options as they relate to
their pathway plans including VET in Schools
courses and individual programs and pathways
examine and discuss targeted education,
employment and training initiatives for
diverse groups including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
–
people with disabilities
–
women
identify and describe recent changes in
education and training initiatives in Australia
including the opportunities they provide
identify and examine resources, including
web-based, and support available to young
people (15–19 year olds) to access education,
employment and training agencies
Work Education Years 7–10 Syllabus
Core Part 2: Working Communities
Topic: Technology and Communication
Focus
Students will explore a range of effective communication tools and strategies. The role of
information and communication technologies in workplace and non-workplace environments
will be analysed and linked to effective communication strategies. Practical application and
skill development underpin this topic.
Outcomes
A student:
5.2
identifies and analyses current workplace issues
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
6 hours
Students learn about:
Students learn to:


effective and appropriate language and
communication in workplace and nonworkplace environments




technology as a communication tool in
workplace and non-workplace
environments, including a range of diverse
sectors



30
discuss and identify appropriate and effective
language in workplace and non-workplace
environments
identify the principles of effective and
appropriate communication
assess, record and demonstrate a number of
effective communication techniques including
a range of communication technologies in
workplace and non-workplace contexts
investigate a range of communication
techniques that are sensitive to the needs of a
range of groups including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
–
people with disabilities
research and analyse the range of technology
and equipment used to enhance business,
workplace and non-workplace communication
use a range of communication technologies in
workplace and non-workplace environments
including the use of email, the internet and
multimedia
research and assess the benefits and
challenges associated with using technology
as a communication tool for a range of
organisations
Work Education Years 7–10 Syllabus
Core Part 2: Working Communities
Topic: Partnerships in the Community
Focus
This topic explores a range of concepts including participation, partnerships and
accountability. The topic progresses from the personal (or individual) to a broader
community and global perspective with regard to these concepts. Students have the
opportunity to challenge their own views of these concepts through exploration of personal,
community and global issues. A range of partnerships may be explored including government
and non-government agencies collaborating at a local level, partnerships between the Federal
Government and large corporations or State and Federal partnerships that develop national
projects.
Outcomes
A student:
5.3
defines and assesses the roles and responsibilities of diverse organisations within the
community
5.4
examines and evaluates the relationships between diverse organisations in the
community
5.5
evaluates and articulates the roles and responsibilities of individuals within the
community in a range of contexts
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
7 hours
Students learn about:
Students learn to:


the roles and responsibilities of the
individual within the community including
environmental, social, economic and ethical
contexts

identify and evaluate the roles and
responsibilities of the individual within the
local community including environmental,
social, economic and ethical contexts
discuss individual roles and responsibilities in
a global context

definitions of active social and economic
participation

discuss a range of interpretations of social and
economic participation

the features and characteristics of a range of
communities including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities

identify and discuss the features and
characteristics of a range of communities
including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
31
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


the roles and responsibilities of a range of
organisations within the community
including the environmental, social,
economic and ethical contexts



assess and discuss the different roles and
responsibilities of various organisations and
community groups including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
assess the impact of economic, environmental
and social inter-relationships within the
community including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
discuss the roles and responsibilities of
organisations in a global context
a range of partnerships including those
involving local, State and Federal
Government agencies/authorities, nongovernment organisations, profit and nonprofit organisations, community groups


the partnerships between diverse sectors
within the community including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities

assess the benefits and challenges arising from
interactions between various sectors of the
community

social and environmental accountability of
individuals and organisations in the
community

assess and discuss the benefits and challenges
related to individual and organisational
accountability to the community
discuss the challenges of social and
environmental accountability in a global
context


32
define and discuss a range of partnerships in
the local and wider Australian community
evaluate a range of partnerships in the local
and wider Australian community
Work Education Years 7–10 Syllabus
Options
Option 1: Using Technology in the Workplace
Focus
This option introduces students to a range of equipment found in the workplace and the
application of these to particular tasks. Students will be provided with hands-on experience of
computers, including the internet and email, and phone/facsimile. Students will identify ways
of accessing support within a workplace context, the responsibilities of using technology
including legal and ethical considerations and maintaining security. This option draws on the
Unit of Competency ‘BSBCMN105A Use Business Equipment’ (AQF Certificate Level I)
from the national Business Services Training Package (BSB01). The elements of competency
from the unit include:

select equipment/resources

operate equipment

maintain equipment/resources.
Outcomes
A student:
5.1
identifies and interprets employment trends and changes in the nature of work
5.2
identifies and analyses current workplace issues
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
15–25 hours
Students learn about:
Students learn to:


the types and application of technological
tools including information and
communication technologies in the
workplace. This may include:
–
email
–
internet
–
facsimile




33
identify a wide range of technological tools
available in the workplace
describe how technology assists people in a
range of workplaces
evaluate the effectiveness and efficiency of
technological tools available in workplaces
demonstrate the application of a range of
technological tools in a workplace context
including a range of information and
communication technologies
record skill development in the use of
technological tools in a range of contexts
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


responsibilities associated with use of
technology in the workplace including use
of email and the internet resources





security of information in the workplace






legal and ethical use of technology in the
workplace





the range of support systems available in
workplaces to assist in using technology
the range of support systems available in
workplaces to assist when technology fails




34
demonstrate an understanding of appropriate
workplace practices when using technology
demonstrate and apply an understanding of the
need for regular maintenance of technology
using a range of tools
discuss the impact of technology on the local
community and workplaces, including virtual
workplaces
identify and assess workplace responsibilities
associated with the use of technology
including communication technologies
demonstrate responsible use of a range of
communication technologies in a range of
workplace contexts
identify and discuss workplace issues
associated with security of information
demonstrate an understanding of security
issues when using technology in the
workplace
examine legal and organisational practice
relating to technology in the workplace
evaluate security systems and procedures used
in a range of workplaces
identify workplace roles related to security of
information in a range of workplaces
research and discuss current legal and ethical
issues regarding the use of technology in the
workplace
demonstrate an understanding of legal and
ethical practices when using technology in the
workplace
research and assess gaps in legal and ethical
practice relating to current use of information
technologies in a range of workplace settings
research technology support systems in a
range of workplaces
evaluate the types of support available across
a range of workplace settings when
technology fails
demonstrate an ability to locate appropriate
support systems in a range of workplace
contexts
discuss the impact of technological failures on
workplace performance
Work Education Years 7–10 Syllabus
Option 2: Workplace Safety
Focus
This option builds on the core topic Introduction to Workplace Safety and draws on the Unit
of Competency ‘BSBCMN106A Follow Workplace Safety Procedures’ (AQF Certificate
Level I) from the national Business Services Training Package (BSB01). The elements of
competency from the unit include:

follow workplace safety procedures

contribute to Occupational Health and Safety in the workplace.
Outcomes
A student:
5.2
identifies and analyses current workplace issues
5.3
defines and assesses the roles and responsibilities of diverse organisations within the
community
5.4
examines and evaluates the relationships between diverse organisations in the
community
5.5
evaluates and articulates the roles and responsibilities of individuals within the
community in a range of contexts
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
15–25 hours
Students learn about:
Students learn to:


the requirements of workplace safety in a
range of organisations and industries






emergency procedures in a range of
workplaces and industries



35
research and identify the OHS requirements in
a range of industries including the similarities
and differences within and between industries
discuss how OHS procedures are applied in a
range of organisations
discuss the responsibilities of employers,
employees and others in relation to workplace
safety
discuss the specific OHS responsibilities of
employers in relation to people with
disabilities
identify mandatory reporting requirements of
employers in relation to OHS
demonstrate an understanding of risk
management in regard to workplace safety in a
range of workplaces
identify emergencies common to a range of
industries
identify and analyse emergency procedures in
a range of workplaces and industries
demonstrate an understanding of a range of
emergency procedures
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


the role of workplace safety personnel in a
range of organisations


the roles and responsibilities of national and
state OHS agencies




the development of contemporary OHS
practices including the involvement of a
range of organisations such as unions






36
identify and discuss the roles and
responsibilities of workplace safety personnel
in a range of contexts
demonstrate a practical understanding of the
roles of workplace safety personnel
evaluate and compare the roles and
responsibilities of a range of state and national
agencies in relation to OHS
assess the impact of state and national OHS
agencies in relation to workplace safety issues
evaluate changes in OHS statistical data using
a range of tools including the internet and
databases
research and discuss recent trends in OHS
legislation in Australia
research and discuss the changes in the roles
and responsibilities of a range of agencies,
government and non-government, in relation
to workplace safety and OHS
recognise changes in OHS practices over time
recognise the roles of a range of organisations
such as unions in workplace safety and OHS
evaluate the impact of changes in OHS
legislation in work practices and workplaces
across a range of industries
discuss the positive impact of OHS legislation
in relation to productivity and the benefits to
employees, employers and government
Work Education Years 7–10 Syllabus
Option 3: Life Transitions
Focus
This option investigates the factors that impact on successful planning and management of
life transitions. Students explore the impact that their family, peers and other networks have
on their lives particularly in relation to education and work. Students further develop an
appreciation of the ongoing nature of transitions and the benefits of lifelong learning in the
context of work, education and personal development.
Outcomes
A student:
5.2
identifies and analyses current workplace issues
5.5
evaluates and articulates the roles and responsibilities of individuals within the
community in a range of contexts
5.6
identifies and articulates the purpose and roles of education, employment and training
organisations
5.7
constructs and communicates personal goals and values using knowledge of the
education, training and employment systems
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.9
develops and evaluates options for a range of effective transition plans
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
15–25 hours
Students learn about:
Students learn to:


the relationship between family, school,
peers, social networks and the world of work


the benefits of personal networks and
resources



life transition stages in personal
development



37
examine and discuss the roles of family,
school, peers and social networks
examine and discuss the relationships which
exist between the individual, family, peers,
social networks and the world of work
identify, evaluate and discuss the importance
of personal networks and resources in relation
to life transitions
assess and demonstrate an understanding of
the opportunities that personal networks and
resources provide during life transitions and in
relation to the world of work
demonstrate an understanding of the full range
of transition stages in an individual’s life
discuss the impact of transitions on an
individual’s life
assess the importance of life choices in a
range of transition phases
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


planning and management strategies for life
transitions



the impact of value systems on work ideals
and opportunities including cultural,
socioeconomic, religious and gender-based






lifelong learning including international
definitions, the range of skills that
characterise lifelong learners and lifelong
learning in the Australian context




38
research a range of planning strategies for
managing transition stages
discuss planning and personal management
strategies in relation to transitions
demonstrate planning, management and
contingency strategies in relation to possible
future transitions
research and discuss the attitudes of a diverse
range of groups, including their values and
ideals, regarding the world of work
examine the relationship between
socioeconomic status and a range of workrelated issues including access and choice
examine and discuss the influence of cultural
and religious systems on work choices and
access
discuss generational differences in relation to
work choices and access
discuss issues regarding the relationship
between gender and unpaid work, gender and
life transitions, and other issues
compare and discuss a range of definitions of
lifelong learning
discuss how lifelong learning principles relate
to work, social engagement and participation
identify the skills and attributes that
characterise lifelong learners
track personal skills and anticipated future
requirements in relation to lifelong learning
Work Education Years 7–10 Syllabus
Option 4: Community Participation
Focus
This option provides for a detailed investigation of community responsibility and
accountability with an emphasis on the role and impact of businesses within communities.
Students will look at concepts such as economic, social and environmental reporting,
community development, social capital, cross-sectoral partnerships and active economic and
social participation.
Outcomes
A student:
5.3
defines and assesses the roles and responsibilities of diverse organisations within the
community
5.4
examines and evaluates the relationships between diverse organisations in the
community
5.5
evaluates and articulates the roles and responsibilities of individuals within the
community in a range of contexts
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
15–25 hours
Students learn about:
Students learn to:


citizenship and participation for individuals
and organisations




a range of profit/non-profit organisations
within the community including those
representing:
–
culturally and linguistically diverse
groups
–
Aboriginal communities



39
analyse and discuss the roles of the individual
in a range of community contexts including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
analyse and interpret the roles of a range of
organisations within the community
define and discuss the concept of citizenship
demonstrate an understanding of how
individuals and organisations participate in
communities in social and economic ways
including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
research and discuss the interactions which
occur between a range of organisations in the
community
research and analyse the environmental, social
and economic impacts that a variety of
organisations can have on the community
analyse and discuss the benefits and
challenges of a range of cross-sectoral
partnerships within the local and broader
Australian community
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


the place of community development and
social capital in the Australian context



ethical practices and social responsibility
involving individuals, organisations and
communities





the relationship between accountability and
sustainability in relation to a range of
organisations including profit and non-profit
enterprises and others including those
representing:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
–
people with disabilities





40
define and discuss the terms ‘community
development’ and ‘social capital’
identify and investigate examples of
investment in social capital in the local
community
discuss and assess the impact and outcomes of
investment in social capital in the Australian
community including the impact on:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
–
people with disabilities
define and discuss the terms ‘ethical practice’
and ‘social responsibility’
explore how the terms ethical practice and
social responsibility are applied in a range of
organisations including profit, non-profit and
other agencies
discuss ethical and non-ethical practices in a
range of contexts
analyse the impact of ethical practice on a
range of communities including Aboriginal
and Indigenous communities
define and discuss the terms ‘accountability’
and ‘sustainability’
explore how the terms accountability and
sustainability are applied in relation to a range
of organisations including profit, non-profit
and other agencies
investigate the range of sustainable
partnerships operating in the community
demonstrate an understanding of the
importance of reporting mechanisms to the
success of community partnerships
demonstrate an understanding of the
importance of reporting mechanisms in
relation to accountability and sustainability
Work Education Years 7–10 Syllabus
Option 5: Learning about the Workplace
Focus
This option provides students with the opportunity to become familiar with workplace
practices. Students experience workplace learning through direct access to a range of
workplaces including small, medium and large enterprises. Both the profit and non-profit
sectors are investigated. Where possible, this option should have a practical focus related to a
range of work and community organisations. Students should access a range of sites in order
to meet the objectives and outcomes of this option.
Outcomes
A student:
5.1
identifies and interprets employment trends and changes in the nature of work
5.2
identifies and analyses current workplace issues
5.5
evaluates and articulates the roles and responsibilities of individuals within the
community in a range of contexts
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.9
develops and evaluates options for a range of effective transition plans
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
15–25 hours
Students learn about:
Students learn to:



the operations of a range of workplaces and
industries including small, medium and
large enterprises, profit/non-profit organisations, government/non-government agencies
the differences in small, medium and large
enterprises, profit/non-profit organisations,
government/non-government agencies




the workplace culture of a range of
organisations and industries




41
identify the different types of industries and
workplaces
discuss the daily operations of a range of
workplaces and industries
examine and compare the operations of small,
medium and large enterprises, profit/nonprofit organisations, government/nongovernment agencies
demonstrate an understanding of the
differences across workplaces, industries and
enterprises including small, medium and large
enterprises, profit/non-profit organisations,
government/non-government agencies
define and discuss the term ‘workplace culture’
demonstrate an understanding of how
workplace culture is applied in a range of
workplaces and industries
compare and contrast the culture of a range of
workplaces including profit/non-profit sectors,
small, medium and large enterprises,
profit/non-profit organisations,
government/non-government agencies
discuss the potentially negative impact of
workplace culture in the context of a range of
organisations and industries
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:

the roles and responsibilities of personnel in
a range of workplaces including small,
medium and large enterprises, profit/nonprofit organisations, government/nongovernment agencies
the duties of personnel in a range of
workplaces

identify the roles of different personnel in a
range of workplaces

the skills, knowledge and attributes of
personnel in a range of workplaces

compare and contrast the duties of personnel
in a range of workplaces including small,
medium and large enterprises, profit/nonprofit organisations, government/nongovernment agencies
identify the skills, knowledge and attributes of
personnel in a range of workplaces
discuss a range of skills, knowledge and
attributes that make personnel successful (or
unsuccessful) in a range of workplaces
discuss the impact of employee/employer
expectations in a range of workplaces




employee/employer expectations in a range
of workplaces

42
Work Education Years 7–10 Syllabus
Option 6: Workplace Communication
Focus
This option will provide students with knowledge and skills to successfully communicate
information in a range of contexts including the workplace. Students develop an awareness of
the importance of effective communication when dealing with colleagues and clients. The
option is based on the Unit of Competency ‘BSBCMN103A Apply Basic Communication
Skills’ (AQF Certificate Level I) from the national Business Services Training Package
(BSB01). The elements of competency from the unit include:

identify workplace communication procedures

draft written information.
Outcomes
A student:
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
15–25 hours
Students learn about:
Students learn to:



verbal and nonverbal communication
strategies in the workplace
the variety and appropriate use of language
in a range of contexts



the processes of workplace communication
including conveying, organising and
receiving information



43
identify and demonstrate verbal and nonverbal
communication techniques in a range of
workplace contexts
demonstrate effective communication
techniques (including use of language) for a
range of audiences including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
–
people with disabilities
demonstrate an awareness of appropriate
communication techniques (including use of
language) as they relate to a range of groups
research and identify effective communication
techniques including oral, written and
electronic
demonstrate effective use of communication
techniques in a range of workplace contexts
identify the most appropriate methods of
communication for a variety of situations in
the workplace
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


assertive and non-assertive communication
in a range of contexts



conflict resolution in the workplace




client interaction and communication in the
workplace



44
identify and discuss assertive and nonassertive communication
investigate assertive and non-assertive
communication techniques
demonstrate assertive and non-assertive
communication techniques in a range of
contexts including workplaces
identify how conflict arises in a range of
workplace contexts
identify and discuss a range of options for
successful conflict resolution
demonstrate assertive and positive conflict
resolution strategies in a simulated or real
workplace environment
demonstrate an understanding of good
customer service in a range of contexts
demonstrate positive and open communication
techniques in a client/service provision role
identify and discuss the importance of positive
communication in a client/service provision
relationship
Work Education Years 7–10 Syllabus
Option 7: Workplace Environments
Focus
This option provides the opportunity for students to learn to work in teams, examine
organisational policies and procedures, investigate changes in a range of working
environments and develop personal management strategies while also investigating a range of
management practices. This option is based on the Unit of Competency ‘BSBCMN101A
Prepare for Work’ (AQF Certificate Level I) from the national Business Services Training
Package (BSB01). The elements of competency from the unit include:

identify organisational/work requirements

work in a team

develop effective work habits.
Outcomes
A student:
5.1
identifies and interprets employment trends and changes in the nature of work
5.2
identifies and analyses current workplace issues
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.9
develops and evaluates options for a range of effective transition plans
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
15–25 hours
Students learn about:
Students learn to:



effective and productive workplace
relationships
the benefits and challenges of teamwork






orientation and induction processes in a
range of workplaces
a range of organisational policies,
procedures and manuals in a range of
workplaces



45
identify and examine the differences between
workplace and non-workplace relationships
discuss effective and productive workplace
relationships
examine the concept ‘teamwork’
evaluate effective and ineffective teamwork
strategies
discuss the benefits and challenges of working
in a team
examine and discuss orientation and induction
processes and procedures in a range of
workplaces
discuss the benefits of orientation and
induction for employers and employees
research and compare the characteristics and
features of a range of organisational policies,
procedures and manuals
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


the types and causes of change in workplace
environments




a range of management practices in
workplaces



46
discuss the types and impact of change in a
range of workplaces and industries
identify and discuss a range of techniques
which assist with personal management of
change
research local community organisations and/or
partnerships that have been established as a
result of change, for example, social,
environmental, technological
discuss the impact of workplace change on a
range of groups
discuss and evaluate personal management
strategies which may be applied to workplace
environments
research, discuss and evaluate a range of
management styles or models used in a variety
of work environments including small, medium
and large enterprises
compare the work environments of small,
medium and large organisations, profit/nonprofit organisations, government/nongovernment agencies
Work Education Years 7–10 Syllabus
Option 8: Contemporary Workplace Issues
Focus
In this option students will investigate a range of contemporary Australian and international
issues relating to the world of work. Students will develop an understanding of the links
between industrial and workplace issues and social justice. Students will understand the roles
of a range of organisations including unions, employer groups, professional associations and
government agencies.
Outcomes
A student:
5.2
identifies and analyses current workplace issues
5.3
defines and assesses the roles and responsibilities of diverse organisations within the
community
5.4
examines and evaluates the relationships between diverse organisations in the
community
5.5
evaluates and articulates the roles and responsibilities of individuals within the
community in a range of contexts
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
15–25 hours
Students learn about:
Students learn to:

the roles of unions in the workplace
recent changes in the roles of unions in
Australia
the roles of government and nongovernment agencies including the
Australian Council of Trade Unions and
Australian Industrial Relations Commission

the roles of employer groups, peak
industry/professional bodies or associations










contemporary industrial issues in Australia
including awards, enterprise/workplace
agreements, industrial action


47
identify unions representative of a range of
industry areas
research and discuss the roles of unions in
Australia
research and discuss the changes in the roles of
unions in Australia
discuss the advantages and disadvantages of
union membership
identify a range of employer groups,
professional associations/bodies across a range
of industry areas
research and discuss the roles of employer
groups, professional associations/bodies
discuss the advantages and disadvantages of
membership of industry/professional
associations
research a range of current industrial issues in
Australia
analyse and discuss how current industrial
issues impact on Australian workplaces
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


the connection between social justice and
the world of work including issues such as
enterprise bargaining, casualisation of the
workforce and workforce participation by:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
–
people with disabilities
–
women





the impact of globalisation on Australian
and international communities


48
research and discuss a range of definitions and
principles relating to social justice
articulate their own principles and definitions
of social justice
discuss the relationship between work, society
and social justice
identify and examine means of improving
social justice within the community through the
world of work
identify a range of workplace initiatives in
relation to access and participation of groups
including:
–
culturally and linguistically diverse groups
–
Aboriginal communities
–
people with disabilities
–
women
research the impact of globalisation on local
and international communities
discuss the benefits and challenges of
globalisation
Work Education Years 7–10 Syllabus
Option 9: Managing Finances
Focus
This option will provide students with the skills needed to develop sound and innovative
financial management practices in a range of contexts including personal finances,
enterprise/business and projects. Students will investigate planning, projecting, organising
and creating budgets while developing a number of practical skills including using
spreadsheets and other electronic management tools.
Outcomes
A student:
5.7
constructs and communicates personal goals and values using knowledge of the
education, training and employment systems
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.9
develops and evaluates options for a range of effective transition plans
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
15–25 hours
Students learn about:
Students learn to:



personal financial management strategies
insurance, taxation and superannuation






financial management strategies in
enterprise and business contexts including
use of databases and spreadsheets



49
understand present and future personal income
and expenditure including taxation and
superannuation
develop short-term and long-term personal
budgets using a range of software including
spreadsheets
identify and discuss long and short-term
personal financial management strategies
including taxation, insurance and
superannuation
examine and discuss the benefits of managing
personal finances
identify issues that may impact on managing
personal finances including taxation,
insurance and superannuation
identify strategies that minimise risk in
managing personal finances including
insurance and superannuation
investigate financial management strategies
across a range of enterprises and businesses
develop hypothetical enterprise/business
budgets
use a variety of technological tools including
databases and spreadsheets to manage budgets
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:



financial principles in the establishment of
an enterprise/business
sound planning and management strategies
in the establishment of an
enterprise/business





project planning and project management
financial management strategies in projectbased work including use of databases and
spreadsheets




50
research the range of financial skills required
in establishing an enterprise/business
research and document the range of financial
and other support services available in the
establishment of an enterprise/business
including government and non-government
agencies
examine and discuss a range of business
planning tools/strategies
develop a business plan for a hypothetical
enterprise/business
identify and discuss the importance of project
management strategies and skills
research a range of project-planning
techniques and strategies
recognise project-planning skills and tools
including appropriate software
develop simple project-based proposals and
budgets
Work Education Years 7–10 Syllabus
Option 10: Government Initiatives and Community Partnerships
Focus
This option investigates the roles and responsibilities of the government and non-government
sectors and their strengths and weaknesses. Partnership arrangements are explored with a
particular focus on education, employment and training initiatives. Students are encouraged
to explore the connections between these partnerships in their own lives and the role they
may play in their own pathway plans.
Outcomes
A student:
5.3
defines and assesses the roles and responsibilities of diverse organisations within the
community
5.4
examines and evaluates the relationships between diverse organisations in the
community
5.5
evaluates and articulates the roles and responsibilities of individuals within the
community in a range of contexts
5.6
identifies and articulates the purpose and roles of education, employment and training
organisations
5.7
constructs and communicates personal goals and values using knowledge of the
education, training and employment systems
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.9
develops and evaluates options for a range of effective transition plans
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
15–25 hours
Students learn about:
Students learn to:



the roles of government and nongovernment organisations in the community
the relationships between governments,
government organisations and the
community in a range of contexts, including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities


51
research and discuss the roles of government
and non-government organisations in the local
and broader Australian communities
discuss the roles of governments and
government agencies in relation to community
organisations, including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
research the roles of a range of community
(non-government) organisations within the
local and broader Australian community
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:

the responsibilities of a range of government
organisations within the community


the responsibilities of a range of community
(non-government) organisations including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities

the benefits and challenges of
government/non-government partnerships
including:
–
culturally and linguistically diverse
groups
–
Aboriginal communities

government initiatives in education,
employment and training including those
specifically targeting:
–
culturally and linguistically diverse
groups
–
Aboriginal communities
–
people with disabilities
–
women
government/non-government partnerships in
education, employment and training












52
identify and discuss government (local, State
and national) responsibilities in a range of
contexts including education, training,
employment, business and community
development
examine the responsibilities of a range of
community (non-government) organisations
compare the differences in government and
non-government responsibilities and
accountabilities
research a range of cross-sectoral partnerships
in the local and wider community
discuss the benefits and challenges of
government/non-government partnerships
identify the opportunities at a local level for
potential government/non-government
partnerships
identify a range of government (local, State,
Federal) initiatives in the areas of education,
employment and training
identify government initiatives in the local
community in the areas of education,
employment and training
research and present findings of a range of
government/non-government partnerships that
make a positive contribution to the community
discuss the benefits and challenges of crosssectoral partnerships that target disadvantaged
groups in the community
identify opportunities that government and
non-government initiatives may provide in
education, employment and training
identify government and non-government
initiatives that may provide a beneficial link to
individual pathway plans
Work Education Years 7–10 Syllabus
Option 11: Learning in the Workplace
Focus
This option provides students with the opportunity to explore the world of work in real or
simulated vocational learning experiences. It may build on experiences from the option
‘Learning about the Workplace’ as it further contextualises learning in and about the
workplace. Students prepare for the experience as they would for paid employment – through
research, planning, contacting and communicating with employers and experiencing real or
simulated working conditions. This should include travel arrangements, appropriate dress,
workplace behaviour and time management. Examples of potential work sites include
community organisations, government/non-government agencies, small/large/medium
enterprises and virtual workplaces (for example, Practice Firms). It may also be appropriate
to include students’ own part-time employment as a workplace learning site.
Note: Schools are advised to check with their relevant system regarding workplace learning
requirements, including insurance arrangements.
Outcomes
A student:
5.2
identifies and analyses current workplace issues
5.6
identifies and articulates the purpose and roles of education, employment and training
organisations
5.7
constructs and communicates personal goals and values using knowledge of the
education, training and employment systems
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.9
develops and evaluates options for a range of effective transition plans
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
15–25 hours
Students learn about:
Students learn to:


resources and methods to access
employment opportunities


53
access employment opportunities using a
variety of tools and methods including
personal networks, the internet, email and
print media
communicate appropriately with prospective
employers using a variety of communication
methods including verbal and written, and a
variety of technological tools such as the
internet and email
present skills, attributes and knowledge for a
particular job to prospective employers in the
form of individual portfolios
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:


employer expectations in a range of
workplace contexts





development of pathway plans



54
demonstrate work preparation techniques and
skills and work readiness skills and attitudes
identify a range of workplace expectations
regarding behaviour and personal presentation
respond appropriately to work colleagues and
supervisors
demonstrate an understanding of the skills
required to work in a team environment
communicate appropriately and effectively
with clients/customers in a workplace context
identify and track skills developed in a
workplace context that link to goals and future
pathways
identify personal skills that require further
development
develop an action plan for future skill
development
Work Education Years 7–10 Syllabus
Option 12: School-developed Option
Focus
This option provides students with the opportunity to develop their knowledge and
understanding of a particular area of learning and to design and develop strategies for
effective learning. Students are encouraged to actively engage in the learning process by
choosing a topic of relevance and interest to them in order to achieve some or all of the
outcomes of the course.
Schools are reminded that the selection of the option should not overlap with or be a
preparation for Stage 6 subjects.
It may be appropriate for schools to include students’ part-time employment as a component
of this option.
Outcomes
Note: A student may achieve some or all of the syllabus outcomes as identified below.
Teachers should consider and specify the outcomes to be targeted in the development of this
option.
A student:
5.1
identifies and interprets employment trends and changes in the nature of work
5.2
identifies and analyses current workplace issues
5.3
defines and assesses the roles and responsibilities of diverse organisations within the
community
5.4
examines and evaluates the relationships between diverse organisations in the
community
5.5
evaluates and articulates the roles and responsibilities of individuals within the
community in a range of contexts
5.6
identifies and articulates the purpose and roles of education, employment and training
organisations
5.7
constructs and communicates personal goals and values using knowledge of the
education, training and employment systems
5.8
develops, records and evaluates personal values, skills, knowledge and attributes that
lead to effective participation in work and society
5.9
develops and evaluates options for a range of effective transition plans
5.10 locates, selects and organises relevant information from a variety of sources
5.11 selects, uses and evaluates appropriate oral, written and other forms of communication
effectively with a range of audiences.
Indicative hours
15–25 hours
55
Work Education Years 7–10 Syllabus
Students learn about:
Students learn to:

a specific area of interest that relates to the
education, employment or training sectors
which has relevance to students and their
personal pathways plans
the relationships between education,
employment or training sectors and
individuals and/or the community
the roles and responsibilities of education,
employment or training organisations in the
community

identify, research and analyse issues that relate
to the education, employment and training
sectors which have relevance to students


workplace issues specific to a particular
organisation, industry or sector


employment trends/changes specific to a
particular organisation, industry or sector

research and articulate relationships between
education, employment or training sectors and
the links to individuals and/or the community
research and articulate the roles and
responsibilities of education, employment or
training sectors and the links to individuals
and/or the community
research and articulate workplace issues that
are specific to a particular organisation,
industry or sector
research and articulate employment
trends/changes that are specific to a particular
organisation, industry or sector
use a range of resources to research and
analyse issues including the internet and other
tools
use a range of communication techniques to
articulate concepts related to the selected topic
area including electronic media
identify and demonstrate a range of
employment and enterprise skills to facilitate
participation in self-directed learning
environments
connect knowledge and understanding of the
selected topic area to personal pathways plans
develop and articulate personal pathways
plans using a range of resources and tools
including electronic media and the internet
develop and articulate long-term transition
plans using a range of resources and tools
including electronic media and the internet









Life Skills
For some students with special education needs, particularly those students with an
intellectual disability, it may be determined that the above content is not appropriate. For
these students, Life Skills outcomes and content can provide the basis for the development of
a relevant and meaningful program – see section 8.
56
Work Education Years 7–10 Syllabus
8
Life Skills Outcomes and Content
The Board of Studies recognises that a small percentage of students with special education
needs may best fulfil the mandatory curriculum requirements for Work Education by
undertaking Life Skills outcomes and content. (Requirements for access to Life Skills
outcomes and content are detailed in section 1.2.)
Life Skills outcomes will be selected on the basis that they meet the particular needs, goals
and priorities of each student. Students are not required to complete all outcomes. Outcomes
may be demonstrated independently or with support.
In order to provide a relevant and meaningful program of study that reflects the needs,
interests and abilities of each student, schools may integrate Work Education Life Skills
outcomes and content across a variety of school and community contexts.
8.1
Outcomes
Objectives
Outcomes
Students will develop:
knowledge and understanding of the
world of work
A student:
LS.1
explores the nature of work and the workplace
LS.2
explores a range of current work and
employment issues
LS.3
identifies the roles and responsibilities of a
variety of organisations in the community
LS.4
identifies appropriate support personnel and
agencies in the community
LS.5
recognises the roles of education, employment
and training systems
LS.6
explores strategies that facilitate effective
planning for and management of transition to
further education, training and employment
LS.7
communicates personal preferences and choices
within the context of planning for transition to
further education, training and employment
LS.8
recognises skills for effective participation in the
workplace
LS.9
demonstrates skills for effective participation in
the workplace
LS.10 evaluates personal skills and strengths to
facilitate participation in pathways planning
LS.11 uses a variety of strategies to locate and select
information
LS.12 uses a variety of strategies to organise and
communicate information
knowledge and understanding of the
roles and relationships of diverse
sectors within the local and the wider
Australian community
knowledge and understanding of the
roles of education, employment and
training systems in planning and
managing life transitions
skills in employability, enterprise and
pathways planning
skills in research and communication
that relate to the world of work
57
Work Education Years 7–10 Syllabus
8.2
Content
The content forms the basis for learning opportunities. Content will be selected on the basis
that it meets the needs, goals and priorities of each student. Students are not required to
complete all of the content to demonstrate achievement of an outcome.
The examples provided are suggestions only.
Outcome LS.1: A student investigates the nature of work and the workplace.
Students learn about:

the purposes of work

the types and variety of work
options

the types and variety of
workplaces

a range of workplace experiences
Students learn to:

explore the meaning of the term ‘work’ eg from their
own experiences and the experiences of others

identify the reasons why people work eg income,
interest, ambition, self-development, to provide goods
and services, to contribute to society

identify types of work options eg paid/
unpaid/voluntary; casual/part-time/full-time;
permanent/temporary; indoor/outdoor; alone/with
others; self-employed or as an employee;
supported/open employment

recognise links between types of work and workplace
environments eg canteen assistant/school canteen;
groundsperson/outdoors; builders, tilers,
bricklayers/construction sites; drivers/buses, trucks,
taxis, trains; self-employed/working from home

identify the variety of organisational features
associated with workplaces eg different starting and
finishing times, shift work, weekend work, job
sharing, supervisory arrangements

identify particular requirements of a range of
workplaces eg use of personal protective equipment,
tools, behaviour, hygiene

participate in workplace experiences eg within the
school/in the community
Outcome LS.2: A student explores a range of current work and employment issues.
Students learn about:

roles, rights and responsibilities in
the workplace including:
–
Occupational Health and
Safety
–
Equal Employment
Opportunity
–
anti-discrimination
–
industrial issues
Students learn to:

identify employees’ roles, rights and responsibilities
in relation to OHS in the workplace eg need to wear
personal protective equipment, identifying hazards,
reporting workplace injuries, being safe at work

identify employers’ roles, rights and responsibilities in
relation to OHS in the workplace eg to provide a safe
workplace by acting on hazard and accident reports,
and providing training and development

identify employers’ roles and responsibilities in
relation to Equal Employment Opportunity, antidiscrimination and harassment

identify employees’ roles, rights and responsibilities
in relation to anti-discrimination and harassment

identify the basic industrial terms and conditions
appropriate to particular workplaces eg wages,
working hours and leave entitlements
58
Work Education Years 7–10 Syllabus
Outcome LS.3: A student identifies the roles and responsibilities of a variety of organisations in the
community.
Students learn about:

organisations in the community:
–
government
–
business
–
service
Students learn to:

identify the roles of government departments and
agencies eg Centrelink, Department of Community
Services, Medicare, Australian Taxation Office, Roads
and Traffic Authority, Department of Ageing,
Disability and Home Care

identify the roles of businesses in the community
eg provide goods and services, provide employment
opportunities, provide employment services

identify the roles of services in the community
eg Rotary, Salvation Army, emergency services,
religious organisations, sporting clubs, Lifeline,
Kids Help Line, Adult Literacy Help Line
Outcome LS.4: A student identifies appropriate support personnel and agencies in the community.
Students learn about:

accessing support services in the
community to meet individual
needs
Students learn to:

identify individual support needs eg travel assistance,
financial assistance, employment assistance

identify appropriate departments, businesses, services
or personnel that can assist with individual support
needs eg School Counsellors, Careers Advisers, Case
Workers, Centrelink – for allowances and
employment assistance, RTA – for learner’s permits
and ‘proof of age’, Australian Taxation Office – Tax
File Numbers, Telstra – for telephone connections,
banks – for financial services, Salvation Army – for
emergency accommodation, Police Youth Clubs – for
leisure activities
Outcome LS.5: A student recognises the roles of education, employment and training systems.
Students learn about:

education and training systems

links between education and
training systems and employment
options
Students learn to:

recognise current education and training options
eg TAFE, VET, TVET, in-school traineeships,
apprenticeships, supported on-the-job training, other
government and non-government funded training

identify the support available through education,
employment and training systems to assist access
to education and training eg school-based support,
TAFE-based support, employment agencies,
apprenticeship funding, access and equity funding,
other government and non-government funding

recognise the prior learning and prerequisite training
necessary for a range of employment options
eg completion of TAFE and/or VET courses,
knowledge of OHS, personal skills

recognise options available for upgrading skills and
knowledge in workplace situations eg attending training
courses in the workplace, taking on additional roles or
responsibilities, undertake TAFE and/or VET courses to
acquire particular skills
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Work Education Years 7–10 Syllabus
Outcome LS.6: A student explores strategies that facilitate effective planning for and management of
transition to further education, training and employment.
Students learn about:

planning and managing the
transition to further education,
training and employment
Students learn to:

explore education, training and employment options
with family, carers and friends

explore options and requirements for education, training
and employment with school and community-based
personnel

visit a range of education, training and employment
environments to observe eg the work of packers,
cashiers and assistants in retail outlets, machine
operators in a factory, parks and garden personnel at
council facilities, assistants at a preschool

recognise strengths, interests and personal care issues
that may influence choice of employment

set goals, establish preferences and choices in relation
to education, training and employment
Outcome LS.7: A student communicates personal preferences and choices within the context of
planning for transition to further education, training and employment.
Students learn about:

planning processes to assist
transition to further education,
training and employment

the communication skills required
for effective participation in
planning for transition
Students learn to:

recognise the purposes of planning processes and the
role of the student in these processes

identify the support personnel who participate in
planning processes

understand the role of an advocate

articulate goals, preferences and choices and give
reasons for these

listen to the views of others involved in the planning
processes

negotiate an agreed plan that will facilitate an
individualised pathway for education, training and
employment
Outcome LS.8: A student recognises skills for effective participation in the workplace.
Students learn about:

employee responsibilities

rules and requirements for
participation in a range of work
places eg OHS, antidiscrimination, industrial issues
Students learn to:

recognise factors that lead to effective participation in
the workplace eg punctuality, reliability, honesty,
appropriate personal skills, appropriate interpersonal
skills, work ethics, enthusiasm

identify rules and requirements for workplaces
eg use of personal protective equipment, hygiene
requirements, break times, respect for coworkers and
supervisors
60
Work Education Years 7–10 Syllabus
Outcome LS.9: A student demonstrates skills for effective participation in the workplace.
Students learn about:

employee responsibilities

rules and requirements for
participation in a range of work
places eg OHS, antidiscrimination, industrial issues
Students learn to:

demonstrate skills that lead to effective participation
in the workplace eg punctuality, reliability, honesty,
appropriate personal skills, appropriate interpersonal
skills, work ethics, enthusiasm

comply with rules and requirements for workplaces
eg use personal protective equipment, follow hygiene
requirements, take break times when indicated, show
respect to coworkers and supervisors
Outcome LS.10: A student evaluates personal skills and strengths to facilitate participation in
pathways planning.
Students learn about:

identifying personal skills and
strengths

linking personal skills to pathways
planning
Students learn to:

identify personal skills and strengths eg patience,
communication skills, negotiation skills, working
independently, working with others in teams, prior
learning and experiences, work ethics, motivation

map personal skills and strengths in the context of
pathways planning

participate in pathways planning
Outcome LS.11: A student uses a variety of strategies to locate and select information.
Students learn about:

a variety of strategies to access
information to meet a particular
need
Students learn to:

locate information using appropriate strategies
eg internet, CD-ROMs, encyclopedias, a variety of
texts and oral sources

select relevant information from identified sources
Outcome LS.12: A student uses a variety of strategies to organise and communicate information.
Students learn about:

strategies for organising
information

formats for communicating
information
Students learn to:

evaluate and order information

select and use appropriate written, oral and graphic
forms to communicate information
61
Work Education Years 7–10 Syllabus
9
Continuum of Learning in Work Education K–10
9.1
Stage Statements
Stage statements illustrate the continuum of learning in the Work Education Years 7–10
Syllabus and are summaries of the knowledge, understanding, skills, values and attitudes that
have been developed by students as a consequence of achieving the outcomes for the relevant
stage of learning.
Early Stage 1
At Early Stage 1 students develop an awareness of their own personal characteristics and
those of other people. Development of personal awareness and cultural identity is further
explored in the context of diversity. Students are able to identify significant people and their
roles in their own communities.
Students learn to identify ways in which their own needs and the needs of others may be met
individually and cooperatively. Students demonstrate ways in which they can take
responsibility for meeting their own needs while also recognising their rights, roles and
responsibilities and those of others in the community. Students recognise different forms of
communication including verbal and nonverbal forms.
Stage 1
In Stage 1 students begin to identify different roles and responsibilities within families,
schools and the local community. Students identify a range of organisations within the
community and the people who work within them including paid and unpaid workers.
In developing an understanding of the links between people, technology and the provision of
goods and services, students will examine the impact of systems on their lifestyle and the
environment.
Students will explore change and the impact of change in their own life and the local
community. Students will describe people at various stages in their lives, changes in the local
community including the impact of technology and changes within social structures. Students
will develop an understanding of the relationship between environments and people and be
able to identify ways in which shared responsibility for the environment can be demonstrated.
Stage 2
During Stage 2 students further develop an understanding of changes within the community
and the effects that these changes have on individuals, groups and the environment. Students
are able to identify the effect of change in a variety of contexts including the local area, the
local community and the environment. Students explore and discuss the changing roles and
practices of people within the community.
62
Work Education Years 7–10 Syllabus
Students identify community groups, compare their local community to other communities
and identify the advantages and disadvantages of living within a community. Students will
draw links to their local community, the wider Australian community and other places in the
world. Students develop a sense of citizenship and describe the different ways in which
citizens may value and respect each other. This includes acknowledging the right of people to
hold different points of view.
Students explore responsible environmental practices in Stage 2 enabling them to describe the
interactions of people with the environment. Resource management is discussed by students
including the interaction between people and technology. Students examine the goods and
services provided by community organisations and, as a result, are able to discuss the roles
and responsibilities of consumers and producers in relation to the environment. Students
further examine the contributions made by paid and unpaid workers to the community as well
as describing the ways in which people cooperate with each other at work.
Students investigate rights, responsibilities and decision-making processes in the community.
Students explore consumer rights and responsibilities, identify the role of work and leisure in
people’s lives and identify racism, sexism and other forms of inappropriate behaviour.
Stage 3
In Stage 3, students explore Australia’s relationship to the world including the contributions it
makes and the roles it plays in relation to global issues. This includes the connections
between individuals, systems and communities. Students examine ways in which
technologies and systems assist in communication. Students examine human rights issues.
Students examine how a range of factors including cultural, religious, historical and
economic can impact on their and other people’s interaction with the environment.
Students describe and explore cultural diversity, identifying the ways in which education,
religion and culture impact on individual perspectives. Students develop an awareness of
cultural influences and the contribution different cultures make to the Australian identity.
Students examine the contribution of Aboriginal and Indigenous people, women, and diverse
cultures, including migrant groups, to Australia. The principles of democracy in the
Australian context are considered including examination of significant issues in this area.
Students will examine the roles and responsibilities of a range of government and nongovernment agencies and the means by which citizens can be empowered to effect change
through such organisations.
Stage 4
In Stage 4 students study the mandatory Geography and History courses and may also choose
electives in HSIE.
Students of Work Education in Stage 4 demonstrate knowledge and understanding of the
world of work and the range of organisations and sectors that make up our community
including the local community and wider Australian community. They demonstrate
knowledge and understanding of the relationships between education, employment and
training systems as they relate to planning and managing their own life transitions. They can
describe the types of work available in their community and identify and discuss the
characteristics and features of many work opportunities. This includes paid or unpaid work,
self-employment and other work opportunities. Students recognise appropriate forms of
behaviour in work and other contexts. Students recognise a variety of education, employment
63
Work Education Years 7–10 Syllabus
and training organisations and opportunities within their community. They understand the
roles that these organisations may play in planning their futures. Students identify goals and
personal pathway plans. Students recognise and track their own skills and attributes including
employability and enterprise skills. Students research a range of issues using a number of
techniques and tools.
Stage 5
In the context of HSIE Stage 5, students examine the main developments in Australia’s
political, social and cultural history and the changing relationship between Australia and the
world. Of particular relevance to Work Education is the exploration of the significant
developments in Australia’s social and cultural history as well as how rights and freedoms of
gender, social, cultural and economic groups have changed. Students explore social, political
and cultural events in Australia and are able to evaluate their impact.
Stage 5 Work Education students demonstrate their knowledge of the world of work,
communities and the relationship between education, employment and training sectors.
Students identify and interpret employment trends, changes in the nature of work, labour
force participation and industry changes. Students demonstrate knowledge and understanding
of workplace issues including rights, responsibilities, appropriate behaviour and conduct and
industrial issues. A variety of industries and organisations within the local community are
examined. Education, employment and training systems are examined by students providing
them with the capacity to negotiate these systems in order to link them to personal goals and
ongoing pathways planning. Students are able to develop transition plans, employing a range
of strategies that may be used throughout their life in managing transition phases.
64
Work Education Years 7–10 Syllabus
10
Assessment
10.1
Standards
The Board of Studies K–10 Curriculum Framework is a standards-referenced framework that
describes, through syllabuses and other documents, the expected learning outcomes for
students.
Standards in the framework consist of two interrelated elements:

outcomes and content in syllabuses showing what is to be learnt

descriptions of levels of achievement of that learning.
Exemplar tasks and student work samples help to elaborate standards.
Syllabus outcomes in Work Education contribute to a developmental sequence in which
students are challenged to acquire new knowledge, understanding and skills.
The standards are typically written for two years of schooling and set high, but realistic,
expectations of the quality of learning to be achieved by the end of Years 2, 4, 6, 8, 10 and 12.
Using standards to improve learning
Teachers will be able to use standards in Work Education as a reference point for planning
teaching and learning programs, and for assessing and reporting student progress. Standards
in Work Education will help teachers and students to set targets, monitor achievement, and,
as a result, make changes to programs and strategies to support and improve each student’s
progress.
10.2
Assessment for Learning
Assessment for learning in Work Education is designed to enhance teaching and improve
learning. It is assessment that gives students opportunities to produce the work that leads to
development of their knowledge, understanding and skills. Assessment for learning involves
teachers in deciding how and when to assess student achievement, as they plan the work
students will do, using a range of appropriate assessment strategies including self-assessment
and peer assessment.
Teachers of Work Education will provide students with opportunities in the context of
everyday classroom activities, as well as planned assessment events, to demonstrate their
learning.
In summary, assessment for learning:

is an essential and integrated part of teaching and learning

reflects a belief that all students can improve

involves setting learning goals with students

helps students know and recognise the standards they are aiming for

involves students in self-assessment and peer assessment

provides feedback that helps students understand the next steps in learning and plan how
to achieve them

involves teachers, students and parents in reflecting on assessment data.
65
Work Education Years 7–10 Syllabus
Quality Assessment Practices
The following Assessment for Learning Principles provide the criteria for judging the quality
of assessment materials and practices.
Assessment for learning:

emphasises the interactions between learning and manageable assessment strategies
that promote learning
In practice, this means:
– teachers reflect on the purposes of assessment and on their assessment strategies
– assessment activities allow for demonstration of learning outcomes
– assessment is embedded in learning activities and informs the planning of future
learning activities
– teachers use assessment to identify what a student can already do.

clearly expresses for the student and teacher the goals of the learning activity
In practice, this means:
– students understand the learning goals and the criteria that will be applied to judge the
quality of their achievement
– students receive feedback that helps them make further progress.

reflects a view of learning in which assessment helps students learn better, rather
than just achieve a better mark
In practice, this means:
– teachers use tasks that assess, and therefore encourage, deeper learning
– feedback is given in a way that motivates the learner and helps students to understand
that mistakes are a part of learning and can lead to improvement
– assessment is an integral component of the teaching-learning process rather than being
a separate activity.

provides ways for students to use feedback from assessment
In practice, this means:
– feedback is directed to the achievement of standards and away from comparisons with
peers
– feedback is clear and constructive about strengths and weaknesses
– feedback is individualised and linked to opportunities for improvement.

helps students take responsibility for their own learning
In practice, this means:
– assessment includes strategies for self-assessment and peer assessment emphasising
the next steps needed for further learning.

is inclusive of all learners
In practice, this means:
– assessment against standards provides opportunities for all learners to achieve their
best
– assessment activities are free of bias.
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Work Education Years 7–10 Syllabus
10.3
Reporting
Reporting is the process of providing feedback to students, parents and other teachers about
students’ progress.
Teachers can use evidence gathered from assessment to extend the process of assessment for
learning into their assessment of learning. In a standards-referenced framework this involves
teachers in making professional judgements about student achievement at key points in the
learning cycle. These may be at the end of a year or stage, when schools may wish to report
differentially on the levels of knowledge, understanding and skills demonstrated by students.
Descriptions of levels of achievement for Stage 4 and Stage 5 in Work Education have been
developed to provide schools with a useful tool to report consistent information about student
achievement to students and parents, and to the next teacher to help to plan the next steps in
the learning process. These describe observable and measurable features of student
achievement at the end of a stage, within the indicative hours of study. Descriptions of levels
of achievement provide a common language for reporting.
At Stage 5 there are six levels of achievement. Level 6 describes a very high level of
achievement in relation to course objectives and outcomes. Level 2 describes satisfactory
achievement, while the level 1 description will help identify students who are progressing
towards the outcomes for the stage.
At the end of Year 10, teachers of Work Education Years 7–10 will make an on-balance
judgement, based on the available assessment evidence, to match each student’s achievement
to a level description. This level will be reported on the student’s School Certificate Record
of Achievement.
At Stage 4 there are four levels of achievement. Level 4 describes a very high level of
achievement; levels 2 and 3 describe satisfactory and high achievement that should provide a
solid foundation for the next stage of learning. The level 1 description will help identify
students who have are progressing towards the outcomes for the stage.
For students undertaking Life Skills outcomes and content in Years 7–10, the content listed
for each identified Life Skills outcome forms the basis of the learning opportunities for these
students. It also provides examples of activities on which teachers can base judgements to
report student progress in relation to individual learning goals.
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Work Education Years 7–10 Syllabus
10.4
Choosing Assessment Strategies
Planning for assessment is integral to programming for teaching and learning. In a standardsreferenced framework, teachers assess student performance on tasks in relation to syllabus
outcomes and make on-balance judgements about student achievement. Assessment relies on
the professional judgement of the teacher and is based on reliable data acquired in a fair and
challenging environment, from multiple performances in a variety of contexts. Assessment is
fundamental for furthering student learning.
In planning programs, teachers, individually and collaboratively, review the syllabus and
standards materials. They use these materials to describe for themselves what students should
know and be able to do at a particular stage, and they consider the kinds of evidence their
students could produce to show they have learnt what they needed to learn.
Students are provided with a description of the learning expected to be accomplished,
opportunities to discuss the criteria on which judgements will be based, time to learn, and
where possible, examples of what that learning looks like.
Assessment is used to determine the students’ initial knowledge, understanding and skills, to
monitor student progress and to collect information to report student achievement. The
assessment cycle is continuous; students receive and give themselves feedback on what they
have learnt, and what needs to be done to continue their learning. Students gain information
about their learning through feedback from teachers and from self-assessment and peer
assessment. The challenge and complexity of assessment tasks increase to enable students to
develop evaluative independence as they assess their own knowledge, understanding and
skills, and determine ways to improve their learning.
Teachers of Work Education should employ a range of assessment strategies to ensure that
information is being gathered regarding the knowledge and understanding that are being
acquired, and the skills that are being developed. Strategies should be appropriate to the
outcomes being addressed, be manageable in number and be supportive of the learning
process. Teachers could work collaboratively in planning appropriate assessment strategies.
Working collaboratively leads teachers to develop a shared understanding of the syllabus
standards and also supports teachers in making consistent and comparable judgements of
student achievement in relation to these standards.
In planning for assessment in Work Education it is important for teachers to consider:

the requirements of the syllabus

the accessibility of the proposed activity in terms of language requirements

the appropriateness of the challenge presented to individual students

resource availability

how the task will be administered

the way in which feedback will be provided.
In planning for assessment, teachers of Work Education need to consider how results will be
recorded, with a view to ensuring that there is sufficient and appropriate information
collected for making an on-balance holistic judgement of the standard achieved by the
student at the end of the stage. The evidence collected should enable teachers of Work
Education to make consistent judgements to meet the various reporting requirements that the
system, school and community may have.
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Work Education Years 7–10 Syllabus
Work Education particularly lends itself to the following assessment techniques:
Inquiry-based research assignments and projects
Assessment activities might include:

workplace research projects, for example, students may investigate many issues through
research undertaken in particular workplaces (or a range of them), including small,
medium and large enterprises. The project may research the structure of enterprises or the
roles of employees

community-based research project, for example, students may investigate community
organisations to identify the roles of volunteer workers in the community

essays, projects and reports – these may be undertaken in a range of areas, for example,
an essay investigating the impact in the local community of government employment
initiatives or a project exploring skill shortages in a particular industry area.
When this technique is used for assessment purposes students could be assessed on their
ability to:

interpret and analyse various work-related issues

evaluate and articulate the roles and responsibilities of many organisations

construct and communicate arguments regarding a range of issues

apply research techniques including the use of ICT

communicate ideas using a range of techniques.
Fieldwork activities – work and community-based learning
Assessment activities might include:

work experience, for example, students may undertake work experience using a skills
logbook/portfolio in which they can track the development of their employability skills,
or they can be assessed by employers

virtual workplace visits – may be used to demonstrate ICT or other skills

work shadowing, for example, mentoring or similar arrangements

simulated work environments. These may provide the opportunity for students to
demonstrate a range of skills including communication, use of technology, awareness of
OHS and teamwork

MINDshop Excellence program/Transition Teams/AussieHost program/Practice
Firms/Young Achievement/Australian Business Week. These may provide opportunities
for development and demonstration of enterprise and employability skills in realistic
environments

industry site visits, for example, students may undertake an OHS ‘audit’ of a work site

workplace documents, for example, students may fill in real or mock OHS incident
reports or other workplace forms.
When this technique is used for assessment purposes students could be assessed on their
ability to:

demonstrate employability and enterprise skills

communicate effectively in a range of contexts including the workplace

work independently or in a team

demonstrate ‘work readiness’ skills

use a range of ICT for research purposes

apply theoretical knowledge and understanding regarding a range of concepts to practical
environments.
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Work Education Years 7–10 Syllabus
Presentations
Assessment activities might include:

class discussions, for example, students may engage in discussion around a range of issues
that the syllabus explores including social justice, EEO, anti-discrimination and others

debates, for example, students may debate ‘for and against’ joining a union, or the
advantages and disadvantages of cross-sectoral partnerships in the community

individual/group presentations, for example, students may make a verbal presentation on
the results of their research into a particular workplace issue such as appropriate
behaviour or their experiences after undertaking a workplace visit

mini-hypotheticals, for example, students may discuss the issues around a particular topic
such as workplace legislation. The hypothetical could pose the scenario ‘What would the
world be like if there was no anti-discrimination legislation?’

role-plays, for example, students may demonstrate their ability to successfully resolve
conflict in the context of a customer/service scenario, or they may stage mock job
interviews

multimedia presentations, for example, these may be incorporated into individual/group
presentations or other scenarios drawing on a range of topics or issues.
When this technique is used for assessment purposes students could be assessed on their
ability to:

present and communicate information regarding a range of work-related issues

select and organise information

debate a range of perspectives

articulate a range of values relating to work and community issues.
Peer assessment
Work Education encourages the active involvement of students in the learning process.
Opportunities exist for individual and collaborative work. Activities involving peer
assessment might include evaluating the contribution of individuals to a group task and
reflecting on a peer presentation.
Assessment activities might include:

mock interviews, for example, students may interview each other and provide feedback
from the employer perspective

mock job applications, for example, students may provide feedback to each other
regarding CVs and covering letters from the perspective of an employer

class presentations and/or debates may involve students assessing the strengths and
weaknesses of a contentious topic, for example, ‘EEO is a waste of time’.
When this technique is used students could be given feedback on their ability to:

assess and synthesise information

communicate effectively

work in a collaborative way.
Self-assessment
In Work Education students are encouraged to acquire basic skills to become self-directed
learners. Opportunities exist for students to reflect on their progress towards the achievement
of the syllabus outcomes. This reflection provides the basis for improving their learning.
Developing self-assessment skills is an ongoing process, becoming increasingly more
sophisticated and self-initiated as a student progresses.
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Work Education Years 7–10 Syllabus
Assessment activities might include the use of:

log and/or skills books which provide students with opportunities to track their own
personal development of skills

work or other journals which enable students to track and analyse their own experiences
within and outside the classroom

resumes/CVs/portfolios, for example, students may prepare these using a range of
mediums ensuring that there is clear demonstration of skill development and tracking

application forms, for example, students may complete real or mock application forms for
a TAFE or other course, for a university course, for a government or non-government job
or forms to access government support/benefits.
When this technique is used students could reflect on their ability to:

assess their own goals, skills and knowledge

monitor their own personal development including goals, skills and knowledge

develop transition and pathways plans.
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Work Education Years 7–10 Syllabus
11
Understanding Key Terms in the Work Education Syllabus
A number of key terms are used throughout the Work Education Years 7–10 Syllabus.
Information about each term, as used in the syllabus, is provided below. Relevant research
papers and literature have been consulted in the development of the information provided.
This information does not provide definitions.
The key terms are:

community partnerships

employability skills

enterprise education

enterprise skills

Recognition of Current Competencies (RCC)

Recognition of Prior Learning (RPL)

social capital

social entrepreneurship

the world of work

transitions

Vocational Education and Training (VET)

vocational learning

workplace culture.
Community partnerships
Quoting from the Prime Minister’s Community Business Partnership website3 and the
document Partnerships – Making Them Work:
Successful partnerships are relationships aimed at achieving goals that either partner
would be unable to achieve in isolation. They are collaborative, long-term relationships
using innovative and flexible methods to achieve these goals. The concept of a socially
beneficial collaboration between community and business is not a new one, and many
sectors of society will benefit from the sharing of skills, knowledge and resources. 4
The relevance of ‘partnerships’ to the Work Education syllabus is twofold. Firstly,
in terms of students learning about partnerships – what they are, who is involved, the
social/environmental/other impact, and the results in terms of employment/other indicators.
Secondly, in terms of the need for community partnerships in the delivery of work and
community-based learning and the promotion of successful transitions for young people.
The New Framework for Vocational Education in Schools stresses that:
Successful transitions for young people are enhanced when their diverse learning needs
are supported and responded to by community based partnerships involving schools,
training providers, business/industry and employers, educational institutions, government
agencies and the wider community.5
3
www.partnership.zip.com.au/
Prime Minister’s Community Business Partnership, p 2.
5
MCEETYA Taskforce on VET in Schools, 2000, p 17. It also describes the relevance of community
partnerships in the context of student transitions as well as providing a definition of the term.
4
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Work Education Years 7–10 Syllabus
Transitions are enhanced by:


broadening the role of key stakeholders (schools, employers, parents, government,
community groups and young people) significantly so they overlap and intermesh
developing mechanisms that allow community partnerships to
–
bring together stakeholders in providing programs and services for young people
–
act as an ‘umbrella organisation’ providing stakeholders with a common focus
–
respond to local school-to-work issues in ways appropriate to the region
–
promote more efficient use of resources
–
promote local responses to national and statewide agendas.6
Employability skills
Currently, there is no national agreement about an employability skills framework. The
Mayer Key Competencies remain the only nationally endorsed set of competencies related to
work. The Mayer Report notes that:
Key Competencies are competencies essential for effective participation in the emerging
patterns of work and work organisation. They focus on the capacity to apply knowledge
and skills in an integrated way in work situations. Key Competencies are generic in that
they apply to work generally rather than being specific to work in particular occupations
or industries. This characteristic means that the Key Competencies are not only essential
for effective participation in work but are also essential for effective participation in
further education and in adult life more generally. 7
The key competencies are:

collecting, analysing and organising information

communicating ideas and information

planning and organising activities

working with others and in teams

using mathematical ideas and techniques

solving problems

using technology

cultural understandings.
Some stakeholders believe that the key competencies do not adequately reflect current
discussion or requirements in relation to employability skills. The key competencies do not,
for example, include ‘attributes’. Some of this debate is captured in a recent National Centre
for Vocational Education Research (NCVER) paper, ‘Review of Research: Generic Skills for
the New Economy’,8 which discusses a range of developments since the endorsement of the
key competencies.9
6
MCEETYA Taskforce on VET in Schools, p 18.
Key Competencies: Report of the Committee to Advise the Australian Education Council and Ministers of Vocational
Education, Employment and Training on Employment-related Key Competencies for Postcompulsory Education and Training,
1992, Australian Education Council and Ministers for Vocational Education, Employment and Training, p ix.
8
2001, NCVER, South Australia.
9
Recent debate has centred on the ‘Employability Skills Framework’ developed by the Australian Chamber of
Commerce and Industry and the Business Council of Australia. The National Centre for Vocational Education
Research notes that there are:
… a number of major issues that need to be addressed in possibly adapting the current set of key competencies to the
new context of the 21st century. These include the requirement to link learning, skill, enterprise and knowledge
strategies through a set of generic skills which underpins performance across these domains, to adapt the generic skills
to other changes in the workplace including the emergence of the high performance workplace, and to identify a set of
key generic skills which are developmental in the sense of providing a basis for lifelong learning and re-skilling. (p 28)
7
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Work Education Years 7–10 Syllabus
Research about employability skills also includes an exploration of opportunities to acquire
generic work skills. Within this context the syllabus has drawn from four Certificate I units of
competency from the national Business Services Training Package as the basis for the
development of four options. They are considered representative of ‘generic’ work skills.
Enterprise education
The following quotation is from the MCEETYA’s nationally endorsed New Framework for
Vocational Education in Schools:
Enterprise education is generally accepted to be directed towards developing a learning
culture which results in greater numbers of students enthused and equipped to identify,
create, initiate and successfully manage personal, business, work and community
opportunities. As a result, it has significant potential for contributing to students’ general
education, vocational learning and preparation for the world of work. It has the particular
benefit of bridging the so-called divide between academic and applied learning. It also
gives young people a means of acquiring and exercising skills such as initiative, problem
solving, creativity, adaptability and flexibility, and translating them into practical action.10
Enterprise skills11
There are a number of definitions relating to ‘enterprise skills’. It is generally agreed that
‘enterprise skill development’ refers to concepts such as innovation, initiative, creativity,
flexibility and adaptability.
A recent Commonwealth publication, Enterprise Education in Secondary Schools, describes
‘enterprise skills and attributes’ as:









Generating and using creative ideas and processes
Identifying, creating, assessing and taking advantage of opportunities
Using initiative
Identifying, assessing and managing risks
Gathering and managing resources
Matching personal strengths and weaknesses to undertakings
Being flexible and dealing with change
Monitoring and evaluating personal and others’ performance
Interpersonal communication and influencing skills. 12
The ‘Employability Skills Framework’ cites the following as ‘initiative and enterprise skills’:





adapting to new situations;
developing a strategic, creative, long-term vision;
being creative;
identifying opportunities not obvious to others;
translating ideas into action;
10
p 21.
In light of the lack of national agreement regarding a definition of ‘enterprise skills’ a number of examples are
presented.
12
Curriculum Corporation, 2002, Commonwealth Department of Education, Science and Training (DEST),
Canberra, p 4.
11
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Work Education Years 7–10 Syllabus


generating a range of options; and
initiating innovative solutions. 13
Recognition of Current Competencies (RCC)
The definition for RCC is taken directly from the Australian National Training Authority’s
(ANTA) website:14
… the acknowledgement of competencies currently held by a person, acquired through
training, work or life experience. More commonly known as recognition of prior learning.
Recognition of Prior Learning (RPL)
The definition for RPL is taken directly from the Australian National Training Authority’s
(ANTA) website:
… the acknowledgement of a person’s skills and knowledge acquired through previous
training, work or life experience, which may be used to grant status or credit in a subject
or module.
Social capital
The World Bank defines social capital as follows:
Social capital refers to the institutions, relationships and norms that shape the quality and
quantity of a society’s social interactions. Increasing evidence shows that social cohesion
is critical for societies to prosper economically and for development to be sustainable.
Social capital is not just the sum of the institutions which underpin a society – it is the
glue that holds them together.15
The Australian Bureau of Statistics (ABS) defines it as:
Social capital relates to:

resources available within social groups, such as families, community, firms, social
clubs.

the networks of mutual support, reciprocity, trust and obligation.
Social capital can be accumulated when people interact with others in families,
workplaces, neighbourhoods, local associations and a range of informal and formal
meeting places.
The ABS is adopting the OECD definition of social capital: ‘networks, together with
shared norms, values and understandings which facilitate cooperation within or among
groups’.16
13
Australian Chamber of Commerce and Industry & Business Council of Australia, Employability Skills for the
Future, p 42.
14
www.anta.gov.au, Glossary.
15
www.worldbank.org
16
www.abs.gov.au
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Work Education Years 7–10 Syllabus
Social entrepreneurship
The Social Entrepreneurs Network describes social entrepreneurship as follows:





Social entrepreneurs are people who possess both an innovative idea for social
change and the entrepreneurial drive to achieve its realisation.
Their distinctive form of entrepreneurship involves harnessing resources and
mobilising diverse participants in the creation of self-sustaining solutions that
benefit society.
They use best practice commercial, management and risk-taking skills to create
solutions to social problems.
Social entrepreneurs can be found in for-profit, not-for-profit, or government
settings.
Social enterprises take many forms.17
The world of work18
The world of work is changing, as are the patterns of work. These factors influence how
individuals understand, choose, develop and change careers.
A career in the current world of work is likely to involve:







a range of different jobs
work for a number of organisations
experience in more than one industry
the opportunity to develop more than one interest or talent
varying work arrangements (eg full-time, temporary, contract, self-employment)
lifelong learning
times of unemployment and underemployment
as well as voluntary and unpaid work.
To be successful, an individual must:

become proactive and take responsibility for their own direction and growth

know what type of lifestyle they want

master a new set of skills to become self-determining in a climate of rapid change

understand the patterns of work and anticipate future trends.
A career is the sum total of paid and unpaid work, learning and life roles undertaken by an
individual throughout their life.
The term ‘career’ was traditionally associated with paid employment and referred to a single
occupation. In the current world of work the term ‘career’ is seen as a continuous process of
learning and development and can include:





Work experience
Community involvement
Employment
Life roles
Enterprise activities
17
www.sen.org.au
The information regarding ‘the world of work’ is drawn from the ‘My Future’ website
(www.myfuture.edu.au) which is a joint initiative of Commonwealth, State and Territory governments.
18
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Work Education Years 7–10 Syllabus
Cultural activities
Training
Education
Interests
Sport
Volunteer work.






Transitions
‘Transitions occur throughout life with increasing frequency and diversity’. 19 There are a
number of transition points for young people including the movement from primary to
secondary education and the transition from school to post-school pathways. Young people
make the transition from compulsory school education to a range of options including postcompulsory school education, further training, employment and others.
A broader interpretation in Footprints to the Future20 discusses transition to independence. It
says that transition implies movement between states or stages. Independence is ‘a gradient, a
gradually enhanced capacity to exercise judgement and make choices’. The key elements are:




an enhanced sense of individual empowerment;
active participation in social and economic life;
active and responsible citizenship; and
the capacity to be adaptable, flexible and resilient.
‘… [I]ndependence entails having the means, capacity, confidence and orientation to interact
with others on an equal footing’21 along all of the dimensions of young people’s transitions.
Vocational Education and Training (VET)
ANTA defines VET as follows:
… post-compulsory education and training, excluding degree and higher level programs
delivered by higher education institutions, which provides people with occupational or
work-related knowledge and skills. VET also includes programs which provide the basis
for subsequent vocational programs. Alternative terms used internationally include
technical and vocational education and training (TVET), vocational and technical
education and training (VTET), technical and vocational education (TVE), vocational
and technical education (VTE), and further education and training (FET).
…
VET in Schools allows school students to combine vocational studies with their general
education curriculum. Students participating in VET in Schools continue to work
towards their secondary school certificate. The VET component of their studies gives
them credit towards a nationally recognised VET qualification. In this way, participants
can keep their options open to pursue further full-time or part-time vocational training or
to move into tertiary studies after school.22
19
MCEETYA Taskforce on VET in Schools, p 12.
Prime Minister’s Youth Pathways Action Plan Taskforce, 2001, Canberra, ACT.
21
Prime Minister’s Youth Pathways Action Plan Taskforce, p 4.
22
www.anta.gov.au, Glossary.
20
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Work Education Years 7–10 Syllabus
Vocational learning
MCEETYA’s New Framework for Vocational Education in Schools states:
Vocational learning is general learning that has a vocational perspective. It includes
elements such as general employability skills, enterprise education, career education and
community and work based learning. 23
Workplace culture
Work Education includes the concept of ‘workplace culture’. The culture of an organisation,
industry or workplace can have a strong impact on a range of factors including performance,
relevance and competitiveness.
The culture of an organisation may be described as the unofficial ‘guidelines’ that
characterise that organisation. This can impact on or reflect values, behaviour, procedures
and operations.
Organisational culture may be described as ‘a cognitive framework consisting of attitudes,
values, behavioral norms and expectations shared by organization members’. 24
23
24
MCEETYA Taskforce on VET in Schools, p 21.
J Greenberg & R A Baron, 1993, Behavior in Organizations, 4th edn, Allyn & Bacon, Boston, p 313.
78